A draft slideshow on best practices for running a webinar. Note that I break all the rules for slideshows by text-loading!! But, alas, seemed necessary here! Use the notes as well!
A draft slideshow on best practices for running a webinar. Note that I break all the rules for slideshows by text-loading!! But, alas, seemed necessary here! Use the notes as well!
Several studies have found that students perceive video feedback as useful and preferable to written feedback. Using screen-capture video feedback also helps us, as educators, communicate more clearly and constructively.
In this presentation, Michelle takes you through the process of recording short, individual feedback videos for students using the screen-capture program, Jing. Each phase will be explained step-by-step including preparing to record, recording your video, saving and sending your video, and viewing your video library.
Michelle also discuss alternative ways to provide feedback using Jing, such as creating a general feedback video for a whole class.
UserZoom Education Series - Research Deep Dive - Advanced - Task-Based TOL (P...UserZoom
Today you will learn about a method called think out loud. Specifically, you will learn how to conduct a think out loud study with a prototype.
After this session you will be able to:
Know when to use a think out loud study
Know the type of data you can collect with a think out loud
Create a think out loud study in UserZoom
Interpret the results of a think out loud
This workshop raises awareness of what "flipped learning" is, its benefits, as well as exploring a range of free tools to create flipped learning resources
Powerpoint used during the 2012 - Minnesota Evaluation Society Institute (MESI). For more information about the project and useful handouts visit http://z.umn.edu/onlinefocusgroups
'Curation, Connectivity and Creativity: Reflections on using Twitter to teach Digital Activism.'virtual presentation at Social Media for Learning in Higher Education Conference 2019, Edge Hill University, Ormskirk, Lancashire, 19 December.
Presentation of my current research interests to 'Scoping Questions of Privacy, Surveillance and Governance in the Digital Society,' Digital Society Network, University of Sheffield, 16 July 2014.
Several studies have found that students perceive video feedback as useful and preferable to written feedback. Using screen-capture video feedback also helps us, as educators, communicate more clearly and constructively.
In this presentation, Michelle takes you through the process of recording short, individual feedback videos for students using the screen-capture program, Jing. Each phase will be explained step-by-step including preparing to record, recording your video, saving and sending your video, and viewing your video library.
Michelle also discuss alternative ways to provide feedback using Jing, such as creating a general feedback video for a whole class.
UserZoom Education Series - Research Deep Dive - Advanced - Task-Based TOL (P...UserZoom
Today you will learn about a method called think out loud. Specifically, you will learn how to conduct a think out loud study with a prototype.
After this session you will be able to:
Know when to use a think out loud study
Know the type of data you can collect with a think out loud
Create a think out loud study in UserZoom
Interpret the results of a think out loud
This workshop raises awareness of what "flipped learning" is, its benefits, as well as exploring a range of free tools to create flipped learning resources
Powerpoint used during the 2012 - Minnesota Evaluation Society Institute (MESI). For more information about the project and useful handouts visit http://z.umn.edu/onlinefocusgroups
'Curation, Connectivity and Creativity: Reflections on using Twitter to teach Digital Activism.'virtual presentation at Social Media for Learning in Higher Education Conference 2019, Edge Hill University, Ormskirk, Lancashire, 19 December.
Presentation of my current research interests to 'Scoping Questions of Privacy, Surveillance and Governance in the Digital Society,' Digital Society Network, University of Sheffield, 16 July 2014.
Lecture powerpoint used for MS7005 Research Methods and Management class on 'Analysis of Visual Communication.' This was identified as an example of good practice during PGCHE portfolio examination.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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
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!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. www.le.ac.uk
Using Screenr to record
lecture summaries
Dr Paul Reilly
Dr Palitha Edirisingha
Teaching Enhancement Fund project
13-14 February 2013
2. Overview:
• Pedagogical benefits of using Screenr
• Getting Started
• Guidance on what makes for a good
screencast
• Record your own!
3. Nie et al (2008): Student
perspective on ‘lecturecasting’:
• “I think it’s a simple way of getting information in a portable
format as well, so you can have it on the move. And ten
minutes worth of rather than an hour lecture. I mean this is
simply put in student language, so how does a student look at
the topic and a person who doesn’t do this course they can
get the information in a simple and quick way and a portable
way.”
4. TEF Blackboard study (2012): ScreencastsTEF Blackboard study (2012): Screencasts
popular amongst international dissertationpopular amongst international dissertation
studentsstudents
• 58.8 percent of participants agreed that they
had been useful for their projects
• 18.8 percent strongly agreeing with this
statement
• 17.5 percent unsure whether it had helped
• Only 3.8 percent felt it hadn’t been useful
5. Focus Group results: UnintendedFocus Group results: Unintended
learning outcomes from Screencasts?learning outcomes from Screencasts?
• For me the screencasts were the only help for me and they were so
useful as well […] Basically if there are screencasts or something on
the Blackboard it will help us to take notes and listen to lectures
later on
(Focus Group 1, Participant 2)
• Sometimes it’s fast, maybe I need to listen again to understand
(Focus Group 3, Participant 2)
• The thing is everyone just learns the different places and ways.
Someone prefer reading, someone prefer listening and watching so
that is the point of the screencasts to me
(Focus Group 3, Participant 4)
6. Aims of this Project:Aims of this Project:
• Demonstrate potential role of screencasts in addressing
learning needs of international students and those with
learning difficulties across the university.
• Enhance existing provision of learning resources for media
and communication students
• Empower students to take greater ownership of their
learning and provide resources that aid their preparation
for assessed work such as essays and examinations.
7. Getting Started: Creating a ScreenrGetting Started: Creating a Screenr
AccountAccount
• You will need Mac (OSX 10.4 and up) or Windows (XP, Vista or
Windows 7).
• Java 1.5 runtime or later for recording and the Flash Player 9
(release 115 or later) or Flash Player 10 for playing
screencasts.
• You sign in with Facebook, Twitter, Google or Yahoo accounts
(Don’t worry it won’t post screencasts to any of these without
your permission)
• Customise your profile page and put up a photo so your
students will recognise you!
9. Preparing your lecture summary: Some handy
tips
• Select the most important slides from your lecture (5-7 should normally do)
• Remember that you have only five minutes per recording and you don’t want
to have to speak too quickly
• Remove the date from the first slide if you wish to reuse the summary for next
year’s cohort
• Try to use Creative Commons licenced pictures (if available) to illustrate key
issues but don’t place too much information on the slides
• Save a copy of your lecture summary on your PC/laptop – you may want to re-
record this screencast at some point in the future
10. Recording your first screencast: Some handy tipsRecording your first screencast: Some handy tips
• Consider how you will begin and end your screencast (I introduce myself at the start)
• Remember your audience – try to speak clearly and slowly
• Timing is important- you only have five minutes so try not to spend too much time
talking about one slide if it means you have to rush towards the end
• Don’t be too much of a perfectionist- this should be conversational rather than a
formal lecture
• Listen to your screencast once (and only once) before publishing it on the site – this
will help with future recordings
11. Watch a few examples before you attempt yourWatch a few examples before you attempt your
first screencast:first screencast:
• Introduction to MS3008/8 Dissertation Blackboard site
http://www.screenr.com/ljm7
• MS3022 The Arab Spring
http://www.screenr.com/sLN8
• MS7027 Media and Terrorism
http://www.screenr.com/8qIs
12. Recording your first screencast:
• Logon to Screenr
• Click on Record (beside my screencasts on the right hand side
of the screen)
• Screenr will scan your system to make sure you have Java
installed (if not you will be asked to download it)
13. Resize the frame and click record:
• A frame will appear, which you can move and resize to cover
your browser
• A black tool bar at the bottom of the screen is used to start
the recording
• Open up your summary and when you are ready click on the
red record button in this toolbar (bottom left)
14. Publish your screencast:
• Click Done if you finish before the five minutes
• You will then be able to preview your
screencast before deciding whether to publish
15. Task: Record your first screencast
• Use one of the laptops provided (headphones
and microphones may be available)
• Use a summary of one of your lectures (5-7
slides approx)
• Don’t be afraid of pressing cancel and starting
again – the first time you record a screencast
will be the most challenging
• Ask us for assistance – either in the workshop
or afterwards
