Screencasting allows instructors to record their computer screen activity along with audio narration. This tool can be used to demonstrate skills or tutorials for students. The document reviews the screencasting software Screencast-O-Matic, which allows users to record and share screencasts for free. Screencast-O-Matic saves files in common formats and automatically uploads to YouTube. While it is limited by ads and lack of support, the software provides a basic option for creating instructional screencasts to supplement online teaching. Examples of uses include tutorials, individual paper feedback, and narrated PowerPoints.
Learning Materials: Presentations and VideoStaci Trekles
A workshop on designing excellent learning materials, including presentations and video, using various available technology tools. Focusing on QM Standards 4, 6, and 8.
Abstract:
Proficiency in using educational technology tools is becoming increasingly important for all instructors and librarians. The question is which tools to use and how to make them a meaningful part of students’ experiences in classrooms and at reference desks. Educators should also be able to make the most of educational technology when providing services to distance education students.
This presentation will show some of the major types of educational technology tools used at the university level including screen-capture software, citation management software, research tools, course management systems, podcasting, presentation software, and Second Life. The presenter will give an overview of what technology exists, how it is used, and why it is worthwhile. Students expect more multimedia instruction both online and in-person. By using these tools professors and librarians can provide instruction that is more vibrant and interactive without sacrificing content.
Learning Materials: Presentations and VideoStaci Trekles
A workshop on designing excellent learning materials, including presentations and video, using various available technology tools. Focusing on QM Standards 4, 6, and 8.
Abstract:
Proficiency in using educational technology tools is becoming increasingly important for all instructors and librarians. The question is which tools to use and how to make them a meaningful part of students’ experiences in classrooms and at reference desks. Educators should also be able to make the most of educational technology when providing services to distance education students.
This presentation will show some of the major types of educational technology tools used at the university level including screen-capture software, citation management software, research tools, course management systems, podcasting, presentation software, and Second Life. The presenter will give an overview of what technology exists, how it is used, and why it is worthwhile. Students expect more multimedia instruction both online and in-person. By using these tools professors and librarians can provide instruction that is more vibrant and interactive without sacrificing content.
Open source e-learning software applications have great advantages, especially for the disadvantaged sections including support, dependability and proper maintenance. All it needs is a team of amateur programmers who can enrich software applications to provide an authentic and enduring virtual learning experience.
Open source e-learning software applications have great advantages, especially for the disadvantaged sections including support, dependability and proper maintenance. All it needs is a team of amateur programmers who can enrich software applications to provide an authentic and enduring virtual learning experience.
Gormley mc dermott_how_to_incorporate_multiple_literacies_in_teaching_nysra_2011Kay Gormley
This is the PPt from Gormley & McDermott's 'How to Incorporate Multiple Literacies in Teaching: Getting Started', which was presented on 4-3-11 at the Annual Conference of the New York State Reading Association.
In a nutshell screen capture is the art of developing educational materials by capturing a video of what is happening on a computer screen. This simple process can allow rapid creation of rich-media instructional aides. In this talk I will present some experiences of mine and of my colleagues in developing these resources for students of Oscail in Dublin City University who are studying a Bsc. in Information Technology by distance education. I will look at some tips I wrote two years ago on this topic and examine their continued relevance. The take-home message of this talk will be “publish or perish”, an exhortation to the educator to focus not on fancy production or editing of screen captures but rather on a process that involves a minimum of time and technical effort to create videos and get them to students. To finish I will give an overview of how we are using Camtasia Studio with Google Video as part of DCU’s roll out of Google Apps for Education and demonstrate some interesting aspects of this elearning platform.
Most faculty don’t have time to learn costly, complex solutions for recording and distributing lectures. Grand Rapids Community College partnered with TechSmith to offer an easy and effective way to capture lectures accessible by students through Blackboard and RSS feeds. Learn how faculty can capture lectures and share them in multiple formats, such as Flash, iPod Video, or MP3. Participate in a live demo in which the software is used to record and send a mini-presentation to the server. Participants receive a free trial, online documentation, and an overview handout.
This presentation examines three categories of technology for use in Higher Ed Instruction:
1) Web2.0: Slides 5 - 17
2) Cell Phones: Slides 18 - 31
3) Virtual World Learning and Second Life: Slides 33 - 56
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Using Screencasting to Teach
Writing at a Distance
A TOOL REVIEW FOR
SCREENCAST-O-MATIC
By Danielle Roach
Old Dominion University
June 21, 2010
[SHORTENED FOR USE AS A
WORKSHOP SAMPLE]
2. Introduction
What is screencasting?
A screencast records the activity on a computer screen along
with accompanying audio either from the computer itself or
from a microphone.
Thus, screencast software allows you to record yourself
performing an activity on your computer and narrating that
activity, and then allows you to save the clip of that activity on
your computer and/or online.
3. Why screencast?
Benefits for students:
Multimedia appeals to visual learners and to students used to
getting info in other-than-print format
Tool allows for visual demonstration of physical activities and
operation of other tools (“scaffolding” as described by Grady
and Davis, 2005)
Best for skills-based problems, "how-to" demonstrations
Voiceover allows students to connect with instructor in
auditory capacity (something that may be limited in other
areas of the course)
4. Limitations of screencasting
Drawbacks:
No two-way communication
If used haphazardly, can reinforce "sage-on-stage”
No active interface for user (e.g., if there is a link on your
screen, the user cannot click it to find out more information)
File types vary by software, and accessibility issues can present
themselves depending on how file is saved and hosted
5. Screencast-O-Matic (SOM)
Features:
Available completely online (no download necessary-uses
Java platform)
Saves as Quicktime (.mp4), Windows Media Player (.avi),
or Flash (.flv)
Offers automatic upload to YouTube and to your free
account on SOM's site as well as option to download clips
to your computer
Allows recordings up to 15 minutes on SOM
7. Examples of uses
Research tutorial
Word formatting tutorial
Individual paper review (to account for inability to
conference synchronously)
PowerPoint with narration (just remember that any
links will not be interactive for the user)
8. References
Adobe Captivate 5. (2010) Retrieved 15 Jun 2010, from http://www.adobe.com/products/captivate/
Archee, R. K. ( 2008). Screencasting—the Future of Technical Communication? Intercom, 55(3), 39.
Camtasia. (2010) Retrieved 15 Jun 2010, from http://www.techsmith.com/camtasia
Grady, H. M., & Davis, M. T. (2005). Teaching Well Online with Instructional and Procedural Scaffolding.
In K. Cargile Cook & K. Grant-Davie (Eds.), Online education: global questions, local answers (pp.
101-122). Amityville, NY: Baywood Pub.
Hewett, B. L., & Ehmann, C. (2004). Preparing educators for online writing instruction: principles and
processes. Urbana, Ill.: National Council of Teachers of English.
Jing. (2010). Retrieved 15 Jun 2010, from http://www.jingproject.com/
Neff, J. M., & Whithaus, C. (2008). Writing across distances & disciplines: research and pedagogy in
distributed learning. New York: Lawrence Erlbaum Associates.
Reilly, C. A., & Williams, J. J. (2006). The price of free software: Labor, ethics, and context in distance
education. Computers and Composition, 23(1), 68-90.
Rethlefsen, M. L. (2009). Screencast Like a Pro. [Article]. Library Journal, 134(7), 62-63.
Screencast-O-Matic. (2010). Retrieved 15 Jun 2010, from http://screencast-o-matic.com/
Tagge, N. (2009). Jing and Yang: balancing asynchronous and synchronous training. Library Hi Tech
News, 26(10), 6-7. doi: 10.1108/07419050911022261
Warnock, S. (2009). Teaching writing online: how and why. Urbana, IL: National Council of Teachers of
English.