This document discusses digital resources that can be used to flip the classroom, including screencasting and podcasting. It provides details on the screencasting tool Screencast-O-Matic, which allows teachers to capture their screen activity, record audio narration, and host or share the finished video. Teachers can use screencasts to create instructional videos for students to view outside of class. The document also discusses podcasting and recommends tools like Vocaroo, Yodio, and Audacity for recording and hosting podcasts. The goal of using these digital resources is to provide students with different options for learning key course concepts.
This document provides information about streaming video resources available through HPU Libraries. It discusses two main video subscriptions: Films for Humanities and Swank Digital Campus. Films for Humanities allows users to search, create custom video segments and playlists, and embed videos. Swank Digital Campus allows instructors to provide streaming URLs for feature-length films for students to watch outside of class. The document also provides instructions for embedding streaming videos into the university's content management system, Blackboard.
The document provides recommendations for two free online resources for finding educational videos and presentations to embed in online courses: SlideShare and Hulu. SlideShare allows users to upload, share, and embed presentations while maintaining control over their content. Hulu offers TV shows, movies, and clips that can be easily embedded or linked from an online course. Both resources are free to use and have simple steps for embedding or linking content.
The document provides instructions for uploading an audio MP3 file to the website Posterous. It details the steps of going to the Posterous website, emailing the audio file to a Posterous email address while attaching the file, signing into Posterous after receiving a confirmation email, and then copying the web link for the new audio post to put in a blog.
This is a handout I created for a short workshop I conducted for high school teachers in my district. YouTube can be a great resource and there is a lot more to it than just watching videos.
This document introduces several Web 2.0 tools that can be used to enhance learning, including Slideshare, Animoto, Glogster, Skype, blogs, and wikis. It provides step-by-step instructions for setting up and using accounts on each of these platforms. Slideshare allows users to share presentations. Animoto helps create videos from pictures and music. Glogster enables creating multimedia posters. Skype facilitates video calls. Blogs and wikis allow collaborative writing by multiple authors.
Why don’t teams work like they’re supposed toDS0209
This document discusses why teams often fail to achieve their goals and what elements are needed for successful teamwork. It analyzes the failure of Ghana Airways due to a lack of consistent leadership and frequent changes in management. Successful teams require clear goals, strong and consistent leadership, small sizes for better coordination, and a collaborative environment where members are accountable. The document also provides steps to build and lead effective teams, such as defining responsibilities and rewards to encourage collaboration over competition.
The slides guide the rationales behind the sluggishness or laid-back nature of job holders; it invokes a study of a famous author as as to substantiate its claims.
This document discusses digital resources that can be used to flip the classroom, including screencasting and podcasting. It provides details on the screencasting tool Screencast-O-Matic, which allows teachers to capture their screen activity, record audio narration, and host or share the finished video. Teachers can use screencasts to create instructional videos for students to view outside of class. The document also discusses podcasting and recommends tools like Vocaroo, Yodio, and Audacity for recording and hosting podcasts. The goal of using these digital resources is to provide students with different options for learning key course concepts.
This document provides information about streaming video resources available through HPU Libraries. It discusses two main video subscriptions: Films for Humanities and Swank Digital Campus. Films for Humanities allows users to search, create custom video segments and playlists, and embed videos. Swank Digital Campus allows instructors to provide streaming URLs for feature-length films for students to watch outside of class. The document also provides instructions for embedding streaming videos into the university's content management system, Blackboard.
The document provides recommendations for two free online resources for finding educational videos and presentations to embed in online courses: SlideShare and Hulu. SlideShare allows users to upload, share, and embed presentations while maintaining control over their content. Hulu offers TV shows, movies, and clips that can be easily embedded or linked from an online course. Both resources are free to use and have simple steps for embedding or linking content.
The document provides instructions for uploading an audio MP3 file to the website Posterous. It details the steps of going to the Posterous website, emailing the audio file to a Posterous email address while attaching the file, signing into Posterous after receiving a confirmation email, and then copying the web link for the new audio post to put in a blog.
This is a handout I created for a short workshop I conducted for high school teachers in my district. YouTube can be a great resource and there is a lot more to it than just watching videos.
This document introduces several Web 2.0 tools that can be used to enhance learning, including Slideshare, Animoto, Glogster, Skype, blogs, and wikis. It provides step-by-step instructions for setting up and using accounts on each of these platforms. Slideshare allows users to share presentations. Animoto helps create videos from pictures and music. Glogster enables creating multimedia posters. Skype facilitates video calls. Blogs and wikis allow collaborative writing by multiple authors.
Why don’t teams work like they’re supposed toDS0209
This document discusses why teams often fail to achieve their goals and what elements are needed for successful teamwork. It analyzes the failure of Ghana Airways due to a lack of consistent leadership and frequent changes in management. Successful teams require clear goals, strong and consistent leadership, small sizes for better coordination, and a collaborative environment where members are accountable. The document also provides steps to build and lead effective teams, such as defining responsibilities and rewards to encourage collaboration over competition.
The slides guide the rationales behind the sluggishness or laid-back nature of job holders; it invokes a study of a famous author as as to substantiate its claims.
Explore new ways to locate and use educational podcasts to enhance teaching and learning by integrating them in the classroom. Obtain instructional step-by-step guides for creating podcast and student examples for practical use.
Screencasting and Podcasting: Experience of the Yale Medical Librarywlei
The document summarizes a project by the Yale Medical Library to create online video tutorials on library skills. It discusses why the project was undertaken, including serving a decentralized user community and new digital environment. It provides an overview of creating over 50 tutorials in Flash and iPod formats and collecting usage data. Analysis found the tutorials were highly accessed and cost-effective compared to traditional instruction. The document concludes by offering tips for screencasting like keeping videos short, improving audio quality, and balancing file size with quality.
Podcasting and slidecasting can be useful tools for disseminating teaching materials and research. Podcasting involves distributing multimedia files for playback on mobile devices or computers, while slidecasting combines an audio podcast with slideshow presentations. These tools allow instructors to record and share lectures, presentations, and other materials more broadly. Creating podcasts and slidecasts requires a microphone, audio editing software, and a platform like Slideshare for hosting the synchronized audio and visual content. Licenses like Creative Commons allow creators to choose how others can use and share their materials.
Flash video and digital video have become important tools for TESOL professionals due to advances in internet technology and video hosting platforms like YouTube. Flash video files are small, viewable through any web browser with a Flash plugin, and have been used to create a wide range of free and paid ESL/EFL learning materials. Teachers can also use mainstream videos and embed interactive annotations to help students learn through multimedia in the classroom.
Benefits of using digital media for trainingZak Mensah
This presentation is for an NCRM event on 10th November 2009. The audience are interested in supporting their research method sharing using e-learning with digital media.
The document discusses podcasting and its uses for education. It defines podcasting as a combination of iPod and broadcasting, allowing users to subscribe and listen to audio or video content. It describes the different types of podcasts and software that can be used to create podcasts. Benefits highlighted include engaging students, enhancing the learning process, and generating creative expression. Examples of student and teacher podcasts are provided.
The document discusses podcasting and its uses for education. It defines podcasting as a combination of iPod and broadcasting, allowing users to subscribe and listen to audio or video content. It describes the different types of podcasts and software that can be used to create podcasts. Finally, it provides examples of how podcasting can benefit and engage students in learning.
Learning with (re)Purpose: How to Turn Any Event into Durable Online Video Le...Michael Kolowich
This document discusses how to capture live events and presentations and turn them into online learning assets. It recommends capturing both the video of the presenter and their presentation slides. The content is then assembled by synchronizing the video and slides. Tools can help compress the video and trim clips. Reference links and footnotes should also be added to increase interactivity and credibility. The final online presentation can be shared standalone, through a learning management system, or in organized learning galleries.
The document outlines an agenda for a podcasting workshop on February 28th, 2008 in Oakland Schools. The agenda includes introductions to podcasting, demonstrations of cell phone and web-based podcasting, and hands-on activities for creating podcasts using Audacity and Voicethread. Participants will learn about types of podcasts, ideas for classroom podcast projects, and resources for publishing podcasts online.
The document outlines an agenda for a podcasting workshop on February 28th, 2008 in Oakland Schools. The agenda includes introductions to podcasting, demonstrations of cell phone and web-based podcasting, and hands-on activities for creating podcasts using Audacity and Voicethread. Participants will learn about types of podcasts, ideas for classroom podcast projects, and resources for publishing podcasts online.
Slides for podcasting workshop at Leeds Met, 08 Sept 09.
http://www.leedscarnegiefestivals.co.uk/EventDetails.aspx?eid=412
Podcasts In Higher Education – Learning On The Move?
Podcasts can be of particular interest in order to promote flexibility in teaching and learning. In our presentation, accompanied by a hands-on workshop, we will share our experience of creating and evaluating the use of podcasts based on projects conducted through CETL ALiC (Centre for Excellence in Teaching and Learning - Active Learning in Computing) and the TEL Team.
In this workshop you will be introduced to podcasts and their practical application in a learning and teaching environment. You will use Audacity software to create your own podcast and then upload it to the podcast server. This will give you the option to make your podcast available for downloading via RSS feed (e.g. iTunes) to your intended audience.
This document lists and provides brief descriptions of several online educational resources for teachers and students. Some of the resources mentioned include Atomic Learning for software tutorials, Learning.com for multi-sensory learning experiences, the AISD Cyber Safety Initiative for promoting online safety, Epsilen for an integrated collaboration and eLearning environment, BrainPOP for animated curriculum-based content, Discovery Streaming for engaging digital resources, and TumbleBooks for animated talking picture books. Contact information is provided for questions.
This document provides a summary of various presentation, collaboration, research, editing, and storage tools that can be used in an educational summer context. It groups the tools into categories such as presentation tools, collaborative tools, video creation, timeline/graphic organizers, research, source material, photo editing, audio editing, podcasting, surveys, and miscellaneous. Each tool is briefly described in one to three sentences. The document concludes by providing additional website links for related resources.
The document discusses using the iPhoto application for classroom purposes. It describes how iPhoto allows teachers to store, organize, edit and share digital photos and multimedia. It provides several sources and databases where teachers can find images that are appropriate to use under fair use guidelines, such as Flickr, Getty Images and Gale databases. The document also outlines how to create slideshows and export them from iPhoto to share with students.
Tutorial on three online presentation tools and how students can locate and use the tools to create presentations for asynchronous and synchronous classes that may or may not include voice.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Explore new ways to locate and use educational podcasts to enhance teaching and learning by integrating them in the classroom. Obtain instructional step-by-step guides for creating podcast and student examples for practical use.
Screencasting and Podcasting: Experience of the Yale Medical Librarywlei
The document summarizes a project by the Yale Medical Library to create online video tutorials on library skills. It discusses why the project was undertaken, including serving a decentralized user community and new digital environment. It provides an overview of creating over 50 tutorials in Flash and iPod formats and collecting usage data. Analysis found the tutorials were highly accessed and cost-effective compared to traditional instruction. The document concludes by offering tips for screencasting like keeping videos short, improving audio quality, and balancing file size with quality.
Podcasting and slidecasting can be useful tools for disseminating teaching materials and research. Podcasting involves distributing multimedia files for playback on mobile devices or computers, while slidecasting combines an audio podcast with slideshow presentations. These tools allow instructors to record and share lectures, presentations, and other materials more broadly. Creating podcasts and slidecasts requires a microphone, audio editing software, and a platform like Slideshare for hosting the synchronized audio and visual content. Licenses like Creative Commons allow creators to choose how others can use and share their materials.
Flash video and digital video have become important tools for TESOL professionals due to advances in internet technology and video hosting platforms like YouTube. Flash video files are small, viewable through any web browser with a Flash plugin, and have been used to create a wide range of free and paid ESL/EFL learning materials. Teachers can also use mainstream videos and embed interactive annotations to help students learn through multimedia in the classroom.
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The document discusses podcasting and its uses for education. It defines podcasting as a combination of iPod and broadcasting, allowing users to subscribe and listen to audio or video content. It describes the different types of podcasts and software that can be used to create podcasts. Benefits highlighted include engaging students, enhancing the learning process, and generating creative expression. Examples of student and teacher podcasts are provided.
The document discusses podcasting and its uses for education. It defines podcasting as a combination of iPod and broadcasting, allowing users to subscribe and listen to audio or video content. It describes the different types of podcasts and software that can be used to create podcasts. Finally, it provides examples of how podcasting can benefit and engage students in learning.
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The document outlines an agenda for a podcasting workshop on February 28th, 2008 in Oakland Schools. The agenda includes introductions to podcasting, demonstrations of cell phone and web-based podcasting, and hands-on activities for creating podcasts using Audacity and Voicethread. Participants will learn about types of podcasts, ideas for classroom podcast projects, and resources for publishing podcasts online.
The document outlines an agenda for a podcasting workshop on February 28th, 2008 in Oakland Schools. The agenda includes introductions to podcasting, demonstrations of cell phone and web-based podcasting, and hands-on activities for creating podcasts using Audacity and Voicethread. Participants will learn about types of podcasts, ideas for classroom podcast projects, and resources for publishing podcasts online.
Slides for podcasting workshop at Leeds Met, 08 Sept 09.
http://www.leedscarnegiefestivals.co.uk/EventDetails.aspx?eid=412
Podcasts In Higher Education – Learning On The Move?
Podcasts can be of particular interest in order to promote flexibility in teaching and learning. In our presentation, accompanied by a hands-on workshop, we will share our experience of creating and evaluating the use of podcasts based on projects conducted through CETL ALiC (Centre for Excellence in Teaching and Learning - Active Learning in Computing) and the TEL Team.
In this workshop you will be introduced to podcasts and their practical application in a learning and teaching environment. You will use Audacity software to create your own podcast and then upload it to the podcast server. This will give you the option to make your podcast available for downloading via RSS feed (e.g. iTunes) to your intended audience.
This document lists and provides brief descriptions of several online educational resources for teachers and students. Some of the resources mentioned include Atomic Learning for software tutorials, Learning.com for multi-sensory learning experiences, the AISD Cyber Safety Initiative for promoting online safety, Epsilen for an integrated collaboration and eLearning environment, BrainPOP for animated curriculum-based content, Discovery Streaming for engaging digital resources, and TumbleBooks for animated talking picture books. Contact information is provided for questions.
This document provides a summary of various presentation, collaboration, research, editing, and storage tools that can be used in an educational summer context. It groups the tools into categories such as presentation tools, collaborative tools, video creation, timeline/graphic organizers, research, source material, photo editing, audio editing, podcasting, surveys, and miscellaneous. Each tool is briefly described in one to three sentences. The document concludes by providing additional website links for related resources.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
13. Instructional Strategies: What Do Online Students Prefer? Journal of Online Teaching and Learning Vol. 3, No. 4, December 2007 Kristen Cuthrell Anna Lyon
14. “ Despite knowing the research supporting varied instructional strategies, it appears that convenience and comfort are the driving factors in preference.”
29. The Google Suite Brooke Nichols Jonathon Gallison Kerns Kelley Nokomis Regional High School Newport, Maine
30. Issuu* Creates a presentation - NO *paid version $19 a month, allows 15GB storage space and maximum upload per document is 500 pages and 100 MB
31. Issuu Creates a presentation – NO Files hosted on Issuu – YES
32. Issuu Creates a presentation – NO Files hosted on Issuu – YES Maximum file size – 100MB
33. Issuu Creates a presentation – NO Files hosted on Issuu – YES Maximum file size – 100MB Maximum number of files – NO
34. Issuu Creates a presentation – NO Files hosted on Issuu – YES Maximum file size – 100MB Maximum number of files – NO Embed audio/video/trans – NO
35. Issuu Creates a presentation – NO Files hosted on Issuu – YES Maximum file size – 100MB Maximum number of files – NO Embed audio/video/trans – NO Any audio – YES (not synced)
36. Issuu Creates a presentation – NO Files hosted on Issuu – YES Maximum file size – 100MB Maximum number of files – NO Embed audio/video/trans – NO Any audio – YES (not synced) Private – YES, Protected - NO
37. Do Issuu files break disability discrimination legislation? YES
38. “ We primarily use Flash to display your publications, and 'extracting' meaning from that to use for reading devices etc. is not as easy as we could wish for. We'll keep exploring the options here, though. However, if you want to make everyone happy, you should simply use PDF download as a supplement to Issuu (or Issuu as a supplement to your PDF downloads) on your website. This way you're not ruling anyone out with your choice of technology, but offer multiple formats with different uses.” -from Issuu Customer Support- http://getsatisfaction.com/issuu/topics/do_issuu_files_break_disability_discrimination_legislation?utm_content=topic_link&utm_medium=email&utm_source=reply_notification
70. SlideShare Creates a presentation – NO Files hosted on SlideShare – YES Maximum file size – 100MB
71. SlideShare Creates a presentation – NO Files hosted on SlideShare – YES Maximum file size – 100MB Maximum number of files – NO
72. SlideShare Creates a presentation – NO Files hosted on SlideShare – YES Maximum file size – 100MB Maximum number of files – NO Embed audio/video/trans – NO
73. SlideShare Creates a presentation – NO Files hosted on SlideShare – YES Maximum file size – 100MB Maximum number of files – NO Embed audio/video/trans – NO Any audio – YES (synced)
74. SlideShare Creates a presentation – NO Files hosted on SlideShare – YES Maximum file size – 100MB Maximum number of files – NO Embed audio/video/trans – NO Any audio – YES (synced) Private – YES, Protected - NO
So, here’s my situation, I work at Metropolitan Community College in Kansas City.
And we have 5 campuses, about 18,000 students and 3,000 courses… and, supporting those
Are three instructional designers.
Here’s the situation at our campus- instructors are responsible for creating their content.
Almost all instructors have started teaching in a traditional onground classroom, with the standard classroom tool, PowerPoint. http://bccp.lbl.gov/Academy/wksp_pix_1/mat.jpg
When they take their courses online, they take their classroom materials online too.
The way many presentations are used in online classes at my institution raise two main issues: technology and design
The way many presentations are used in online classes at my institution raise two main issues: technology and design
Despite knowing the research supporting varied instructional strategies, it appears that convenience and comfort are the driving factors in preference.
Same students also said - Comfort, convenience, and ease were not at the top of their list when contemplating their overall experience in the course. In place of those descriptors were diversity, exciting, challenging , new technology, and new strategies.
That’s where Issuu and SlideShare come in. They primarily rely on presentations for their content. They can both simplify and enhance the delivery of a presentation, in Blackboard or independent of Blackboard, for both students and instructors. I’m going to compare and contrast them to PowerPoint, show you how they work from the users’ perspective, and discuss how to get started using them.
They both simplify the process of putting materials online for the instructor They both enhance the delivery of a presentation, in Blackboard or independent of Blackboard They eliminate or reduce some of the obstacles students encounter when accessing PowerPoint. I’m going to compare and contrast them to PowerPoint, show you how they work and how to get started using them.
The opinions expressed are solely my own. I don’t speak for Issuu, SlideShare, Microsoft, Blackboard, or my institution. I don’t know everything about everything.
But when PowerPoint makes that transition, it doesn’t always translate in a way seamlessly.
Sometimes there are accessibly problems users.
And there’s a wide range of results- depending on how the presentation was saved…
What browser’s used to view it…
And the final file type available for the student… Definitely do-able.
Not stated on the site
In addition to PowerPoint you can use a variety of other file types, including documents, PDF’s and RTF files. For the best results use a single page layout and have all pages the same size.