Slides for presentation at APT 2015, Greenwich, 7th July 2015
http://alandix.com/academic/papers/apt2015-more-than-one-way/
The flipped classroom is at the confluence of multiple digital technologies. These include technologies for: (i) the creation and sharing of reusable, and possibly open educational resources; (ii) the delivery and consumption of those resources on multiple platforms, possibly adapted for or augmented by learners; and (iii) the monitoring and analysis of usage, progress and achievement. However, unlike online learning, the flipped classroom is set within a matrix of face-to-face contact and personal engagement.
Moodle Minutes #7 - Session seven of our Moodle Minutes. A series of practical demonstrations on how to apply for and use the RI Moodle Delivery Platform.
Session Topics include:
• What the forum options are (ideas for setting up forums)
• How to set up and contribute to forums in your Moodle Course
• How to ensure student participation, minimise behaviour issues, and archive long discussions
Streaming video at INHolland: Videoreflection in digital portfolioJeroen Bottema
At the School of Education, Amsterdam, students use a digital portfolio to present their evidence of competencies. This year they started with video reflection. Video helps them to reflect on their behaviour and attitude towards the pupils in the classroom. Using video in combination with a digital portfolio supports students in their competency based learning. The added value makes the portfolio a powerful tool for the students, who are on their way to becoming competent teachers.
In this paper we will explain the workflow of video reflection by our students and show you the instruments used: a user friendly mini-camcorder, The Flip, in combination with a secure streaming video platform, SURFmedia. This platform offers every Dutch student 1Gb of streaming video space with the opportunity to give access only to peers, teachers or assessors. After embedding their videos into their digital portfolio they are reviewed and they receive positive feedback.
During this session we will focus on how this process effects learning.
Developing Culture of Sharing Educational ResourcesCEMCA
Presentation by Dr. Sanjaya Mishra at the Intel Educators Academy on 24 April 2013 organized by the Learning Links Foundation for the National ICT Awardee Teachers
Slides for presentation at APT 2015, Greenwich, 7th July 2015
http://alandix.com/academic/papers/apt2015-more-than-one-way/
The flipped classroom is at the confluence of multiple digital technologies. These include technologies for: (i) the creation and sharing of reusable, and possibly open educational resources; (ii) the delivery and consumption of those resources on multiple platforms, possibly adapted for or augmented by learners; and (iii) the monitoring and analysis of usage, progress and achievement. However, unlike online learning, the flipped classroom is set within a matrix of face-to-face contact and personal engagement.
Moodle Minutes #7 - Session seven of our Moodle Minutes. A series of practical demonstrations on how to apply for and use the RI Moodle Delivery Platform.
Session Topics include:
• What the forum options are (ideas for setting up forums)
• How to set up and contribute to forums in your Moodle Course
• How to ensure student participation, minimise behaviour issues, and archive long discussions
Streaming video at INHolland: Videoreflection in digital portfolioJeroen Bottema
At the School of Education, Amsterdam, students use a digital portfolio to present their evidence of competencies. This year they started with video reflection. Video helps them to reflect on their behaviour and attitude towards the pupils in the classroom. Using video in combination with a digital portfolio supports students in their competency based learning. The added value makes the portfolio a powerful tool for the students, who are on their way to becoming competent teachers.
In this paper we will explain the workflow of video reflection by our students and show you the instruments used: a user friendly mini-camcorder, The Flip, in combination with a secure streaming video platform, SURFmedia. This platform offers every Dutch student 1Gb of streaming video space with the opportunity to give access only to peers, teachers or assessors. After embedding their videos into their digital portfolio they are reviewed and they receive positive feedback.
During this session we will focus on how this process effects learning.
Developing Culture of Sharing Educational ResourcesCEMCA
Presentation by Dr. Sanjaya Mishra at the Intel Educators Academy on 24 April 2013 organized by the Learning Links Foundation for the National ICT Awardee Teachers
This article introduces the benefits of using computer as a tool for foreign language teaching and learning. It describes the effect of using Natural Language Processing (NLP) tools for learning Arabic. The technique explored in this particular case is the employment of pedagogically indexed corpora. This text-based method provides the teacher the advantage of building activities based on texts adapted to a particular pedagogical situation. This paper also presents ARAC: a Platform dedicated to language educators allowing them to create activities within their own pedagogical area of interest.
Sokoli - Zabalbeascoa, ICT for Language Learning Stavroula Sokoli
This paper presents ClipFlair, a web platform which provides captioning and revoicing tools and activities specifically designed for foreign language learning. It proposes a productive and motivating way of working with AV material: by asking learners to flair a clip, i.e. to revoice or caption a video.
The ClipFlair Studio (http://studio.clipflair.net) offers the captioning and revoicing tools needed by activity authors to create activities. This is also where learners can practise and learn their target language(s) by carrying out these activities. It is basically a zoomable area, containing the activity components: the clips, texts (e.g. instructions, clues or scripts), captions, voice-recordings, images and maps. Each component is editable for size, zoom and features to suit the pedagogical rationale of each activity, depending on each learner's level and needs. Users can collaborate, interact, share materials, provide feedback, watch tutorials and study guidelines for activity creation and evaluation through groups and forums at the ClipFlair Social Network (http://social.clipflair.net).
Reusable materials, including activities, clips, images and texts, are accessible through the ClipFlair Gallery (http://gallery.clipflair.net). Given the component-based nature of the ClipFlair Studio, the same material can be mixed differently for different activities. For example, the same clip may be exploited in different ways for different levels, or a given set of instructions can be used in various activities. Each item in the Gallery is accompanied by relevant metadata which facilitates searching and identifying materials.
Within the project’s scope, activities for 15 languages are being developed, but in the long term the project intends to expand the community regardless of language or level.
E-LEARNING TECHNOLOGIES
Tutorial by Martin Ebner, Martin Schön and Sandra Schön
CC BY SA BIMS e.V. | Martin Ebner, Martin Schön, Sandra Schön | April 2014
URL: http://creativecommons.org/licenses/by-sa/2.0/de/
REC:all Exploring the potential of lecture capture in universities and higher...MEDEA Awards
Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.
This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.
Lecture presented at ICTP Workshop "New Trends for Science Dissemination" in Grignano, Trieste. 28 september, 2011
A Moodle course on accessibility, as a step towards the use of creativity in online courses, integration with other tools, creation of a community.
Course was designed and created by ASTRID group during the Master in E-Learning of Università della Tuscia and then adopted as a project to propose by Digital Co-Lab at Uhiversity of Parma.
VideoLecturesMashup: using media fragments and semantic annotations to enable...MediaMixerCommunity
We introduce the VideoLecturesMashup, which presents re-mixes of learning materials from the VideoLectures.NET portal based on shared topics across different lectures.
Learners need more efficient access to teaching on specific topics which could be part of a larger lecture (focused on a different topic) and occur across lectures from different collections in distinct domains. Current e-learning video portals can not address this need, either to quickly dip into a shorter part focused on a specific topic of a longer lecture or to explore what is taught about a certain topic easily across collections. Through application of media technologies promoted by the MediaMixer project – semantic annotation and media fragment URIs – we have implemented a first demo of VideoLecturesMashup.
CCC Heep Woh Primary School - Teacher Training (Apr 2014)Jeff Ng
CCC Heep Woh Primary School - Teacher Training (Apr 2014)
Date: 8 April 2014
iPad e-Learning teacher training for CCC Heep Woh Primary School
Teacher Training Session #1
iPad Apps Introduction and Basic iPad Usage in Class
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
This article introduces the benefits of using computer as a tool for foreign language teaching and learning. It describes the effect of using Natural Language Processing (NLP) tools for learning Arabic. The technique explored in this particular case is the employment of pedagogically indexed corpora. This text-based method provides the teacher the advantage of building activities based on texts adapted to a particular pedagogical situation. This paper also presents ARAC: a Platform dedicated to language educators allowing them to create activities within their own pedagogical area of interest.
Sokoli - Zabalbeascoa, ICT for Language Learning Stavroula Sokoli
This paper presents ClipFlair, a web platform which provides captioning and revoicing tools and activities specifically designed for foreign language learning. It proposes a productive and motivating way of working with AV material: by asking learners to flair a clip, i.e. to revoice or caption a video.
The ClipFlair Studio (http://studio.clipflair.net) offers the captioning and revoicing tools needed by activity authors to create activities. This is also where learners can practise and learn their target language(s) by carrying out these activities. It is basically a zoomable area, containing the activity components: the clips, texts (e.g. instructions, clues or scripts), captions, voice-recordings, images and maps. Each component is editable for size, zoom and features to suit the pedagogical rationale of each activity, depending on each learner's level and needs. Users can collaborate, interact, share materials, provide feedback, watch tutorials and study guidelines for activity creation and evaluation through groups and forums at the ClipFlair Social Network (http://social.clipflair.net).
Reusable materials, including activities, clips, images and texts, are accessible through the ClipFlair Gallery (http://gallery.clipflair.net). Given the component-based nature of the ClipFlair Studio, the same material can be mixed differently for different activities. For example, the same clip may be exploited in different ways for different levels, or a given set of instructions can be used in various activities. Each item in the Gallery is accompanied by relevant metadata which facilitates searching and identifying materials.
Within the project’s scope, activities for 15 languages are being developed, but in the long term the project intends to expand the community regardless of language or level.
E-LEARNING TECHNOLOGIES
Tutorial by Martin Ebner, Martin Schön and Sandra Schön
CC BY SA BIMS e.V. | Martin Ebner, Martin Schön, Sandra Schön | April 2014
URL: http://creativecommons.org/licenses/by-sa/2.0/de/
REC:all Exploring the potential of lecture capture in universities and higher...MEDEA Awards
Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.
This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.
Lecture presented at ICTP Workshop "New Trends for Science Dissemination" in Grignano, Trieste. 28 september, 2011
A Moodle course on accessibility, as a step towards the use of creativity in online courses, integration with other tools, creation of a community.
Course was designed and created by ASTRID group during the Master in E-Learning of Università della Tuscia and then adopted as a project to propose by Digital Co-Lab at Uhiversity of Parma.
VideoLecturesMashup: using media fragments and semantic annotations to enable...MediaMixerCommunity
We introduce the VideoLecturesMashup, which presents re-mixes of learning materials from the VideoLectures.NET portal based on shared topics across different lectures.
Learners need more efficient access to teaching on specific topics which could be part of a larger lecture (focused on a different topic) and occur across lectures from different collections in distinct domains. Current e-learning video portals can not address this need, either to quickly dip into a shorter part focused on a specific topic of a longer lecture or to explore what is taught about a certain topic easily across collections. Through application of media technologies promoted by the MediaMixer project – semantic annotation and media fragment URIs – we have implemented a first demo of VideoLecturesMashup.
CCC Heep Woh Primary School - Teacher Training (Apr 2014)Jeff Ng
CCC Heep Woh Primary School - Teacher Training (Apr 2014)
Date: 8 April 2014
iPad e-Learning teacher training for CCC Heep Woh Primary School
Teacher Training Session #1
iPad Apps Introduction and Basic iPad Usage in Class
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
Deborah Arnold - EMMA webinar: Capturing and delivering effective video as pa...EUmoocs
EMMA webinar series: Capturing and delivering effective video as part of your MOOC including the innovative use of video to enrich your learning offer
MOOCs have always been associated with intensive use of video, early MOOCs were based almost entirely on video recordings of lectures, discussions, talking heads or interviews, and even though the production value may be modest, video still remains one of the highest costs on a MOOC budget. Increasingly the question is raised which kinds of videos lead to the best student learning outcomes in a MOOC? And which production techniques and methods provide a higher learning efficiency. In this webinar, we provide an overview of both production techniques and pedagogical approaches related to the use of video in MOOCs. This webinar aims at encouraging MOOC authors to explore new ways of using video.
Find out more about EMMA: http://project.europeanmoocs.eu/
Refining Pre-Calculus for Students by using Video PodcastsMangaiK4
Abstract - In recent days students are facing procedural problems in certain subject areas like mathematics. By providing video podcasts which is very short, web-based, audio visual explanation that help us to solve it. A video podcasts covering all fundamental self-study mathematic tools and it is used by students to acquire pre-calculus skills. At last, the result concluded that most of the students used video podcasts which is very useful for their studies. By learning these tools, pre-calculus concepts would be gained.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Leveraging video annotations in video based e-learning
1. Leveraging video annotations in
video-based e-learning
CSEDU | 4th April | Barcelona
Olivier Aubert, Yannick Prié, Camila Canellas
Université de Nantes, France
3. WHY
VIDEO? It is often richer than other media:
audio, image, motion, non-verbal
language…
But explored mainly as a one way
flow of information. The interaction
aspect is missing.
3
4. Video annotation is composed
of data explicitly associated to
a spatiotemporal fragment of a
video.
4
VIDEO
ANNOTATION?
10. recognizing main ideas guiding a discourse
identifying which segments are important
reducing information into concepts
remembering for a longer time
reproducing ideas using own words
collaborating in the creation and
evaluation
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
10
12. asking a question when it comes to your
mind
adding relevant information to a part of a
discourse as soon as you relate them
marking points to be revisited
adding specific feedback from the
audience
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
12
14. annotating a performance for:
self-reflection
or
sharing an analysis
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
14
16. analyzing some aspects of the video
annotations can result in a document:
abstract
or
video collage
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
16
17. But, how is it actually used in e-learning?
STUDY:
USES IN
E-LEARNING
MOOCs
platform
- EdX
- Coursera
- Canvas Network
- Iversity
- Open2Study
Dedicated
tools
- VIdeoANT
- VideoNot.es
- Annotated
HTML
- Mediathread
- YouTube
- Matterhorn
17
18. And the functionalities?
STUDY:
USES IN
E-LEARNING
Visualization
- Subtitles
- Transcription
- Synchronized
enrichments
- List of annotations
- Timeline
- Interactive
enrichments
Editing/sharing
- Comment
- Video markers
- Internal/external
annotation tools
- Exportation
- Internal/external
annotations sharing
18
20. In MOOCs
Features that facilitate the
comprehension of the discourse
• possibility to adjust the video speed
• subtitles
• transcriptions
largely
present
STUDY:
USES IN
E-LEARNING
20
21. In MOOCs
Other forms of interaction, as:
• quizzes
• comments/forum posts
present
not so much
STUDY:
USES IN
E-LEARNING
21
22. In dedicated tools
More features regarding the
annotation process:
• interactive timelines
• exporting of annotated data
• sharing of annotations
present
STUDY:
USES IN
E-LEARNING
22
23. We have the tools.
Usage in e-learning is still basic.
Lots of exciting pedagogical
scenarios rely on video
annotation.
TAKE HOME
23
24. Our project:
- Open CourseWare
- Rich media/annotation
- Research
TAKE HOME
comin-ocw.org/
24
25. THANK YOU
This work has
received a
French
government
support
granted to
the COMIN
Labs
excellence
laboratory
and man-
aged by the
National
Research
Agency in the
”Investing for
the Futures”
program ANR-
JO-LABX-07-
0J.
25
26. 26
CREDITS
LongoMatch
http://longomatch.org/fea
tures.php
VideoNot.es
Screen capture of the tool
featuring the movie “Of
Human Bondage” (public
domain), via YouTube.
PolemicTweet
Screen capture of the tool.
http://polemictweet.com/att
ention-1314-05-marche-
attention-avenement-
publicite/polemicaltimeline.p
hp
Visu
Screen capture of the tool.
http://visu.advene.org/
Mediathread
Screen capture of the tool.
http://ccnmtl.columbia.ed
u/our_services/tools/medi
athread/example_film_stu
dy.html
Others
All remaining
images/figures are either
personal work or obtained
on the web (public
domain) and then
modified.
