This document summarizes an instructor development workshop on using technology in the classroom. The workshop covers learning styles, tools for inspiring students, using video and games, online training through webinars, and ensuring adult attention spans. Specific topics discussed include learning style models, video equipment, creating how-to videos, copyright rules for videos, adding videos to PowerPoint, online games for training, what webinars are and popular platforms, core webinar features, and applying the 20-minute rule for adult learners.
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/
Mathy Vanbuel - EMMA webinar: Capturing and delivering effective video as par...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/
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/
Mathy Vanbuel - EMMA webinar: Capturing and delivering effective video as par...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/
Handout for presentation: Virtual Classroom and Assignments with Bongo and Brightspace,
Presenters: Stephanie Shipley and Royce Jacomen of Pellissippi State Community College
Nov. 15 at the D2L Connection at Tennessee State University
My presentation to the SK It Summit 2010 about my collaborative inquiry project that I did with my students (Gr. 7 French Immersion) this year about the impact of technology on our lives, now and in the future.
Handout for presentation: Virtual Classroom and Assignments with Bongo and Brightspace,
Presenters: Stephanie Shipley and Royce Jacomen of Pellissippi State Community College
Nov. 15 at the D2L Connection at Tennessee State University
My presentation to the SK It Summit 2010 about my collaborative inquiry project that I did with my students (Gr. 7 French Immersion) this year about the impact of technology on our lives, now and in the future.
Presentation at the 2014 UNC School of Government Teaching Palooza, answering questions such as 'Who are adult learners?', 'How does adult learning differ from other developmental stages (i.e. childhood, adolescence)?', 'What is the best to teach adult learners'?
This ppt covers specific aspects to be considered while converting a training program into an e-learning module to make it highly engaging and effective
In this session, Mark Dorsey and Emily Brett explore using videos (screencasting, Zaption, Periscope) to improve student learning in an online environment.
Forum - The Heart of Moodle (iMoot presentation)Tomaz Lasic
Backbone & live slides (examples) from a presentation titled Forum -the heart of Moodle at the 2010 iMoot by Tomaz Lasic
Details & supporting docs at
http://tomazlasic.net/2010/02/forum-the-heart-of-moodle-imoot-reflection-1
Break free of the training room: Webinars for Early Childhood Education Profe...Engagement Strategies, LLC
Have you ever wished it were easier to offer professional development to participants who are at remote locations? Or, thought "There must be a way to train staff without the hassle of obtaining training space"? Of course you know about webinars. They are are hot right now...but some
can be so boring and uninspiring. Participants are often disappointed. Learning a little about the basics and a few tips and tricks will help you deliver remote training that rocks your audiences. This session is intended for administrators and staff development professionals of organizations
and direct service programs including directors, faculty, consultants and trainers, who plan and execute pre-service and ongoing in-service professional development. The purpose of the session is to provide participants with an overview of the technical options for webinar hosting,
and what it takes to present highly interactive online meetings and webinars that offer lasting impact and actionable learning. Considerable time will be spent discussing best practice for executing remote live training for professional development and online coaching sessions. Hybrid online and live training will be discussed, along with ideas about how to
ensure learners are prepared for and are able to implement the content. Join this session to learn how to deliver powerful webinars & online meetings that inspire your audiences.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Learn to apply five top trends to sell more real estate in any market. Attend this session and see how to: connect with high net worth buyers; capitalize on commercial sales and leasing opportunities; prospect for legacy properties; explore the use of second homes for rental purposes and cultivate international investment.
Foreign clients are an upscale group of buyers. During 2014/15 the average price paid by foreign clients for a house was $499,600 compared to the overall average house price of about $255,600. Although fluctuating from year to year, the average price paid by foreigners has increased.
Today’s luxury international buyers are savvier and more confident than ever. They know what they want and have the resources and capabilities to get it, allowing them to transform living spaces into ultra-comfortable, high-tech homes. Gone are the days when overwhelming amounts of square footage equate to a dream home. The affluent consumer now seeks multiple homes to fit their lifestyle needs and extra amenities, with an affinity for high-tech features.
Ratings and Reviews are here to stay. How do you leverage the power of being found online while still keeping in mind the personal relationship and experience with the consumer?
Join us for a fast paced look at what the new generation of luxury and resorts buyers demand from their agent, how they chose their perfect home and the latest trends and designs that influence their buying decision. Identify what buyers value most in a luxury/resort buyer’s agent. Uncover the latest trends in interior and exterior housing design that influence the luxury buyer’s choice. Discover the most popular marketing channels high-end buyers use to find their perfect property.
2. Todays Course Learning Style Tools to Inspire Video in the Classroom Games Trainers Play Online Training – Webinar Some Fun . . . 2
3. There are two kinds of teachers: the kind that fills you with so much quail shot that you can't move, and the kind that just gives you a little prod behind and you jump to the skies." --Robert Frost 3
6. 1935-1959 Invincible as a team Long preambles to content Like to process and talk about ideas Highly value participation 1960-1985 Work Alone Abrupt speech patterns Just tell me what you want done & I’ll do it Don’t like to participate
7. Students have grow up differently Parenting experiences Technology experiences Set of expectations Lifestyle and Social Values Differ
9. Learning Styles Learning styles are… Ways students acquire information, skills and knowledge Preferred methods of interacting with the world Tendencies towards learning… Learning styles aren’t… Personality profiles Character flaws Stereotypes Restrictions upon instructor or class exercises
19. Review of Equipment Smart Phone Point and shoot Video Camera Kodak Zi8 Sony Bloggies Professional Camera Webcam
20. Review of Equipment If you plan to edit your video, use an external microphone. The Kodak Zi8/Playtouchhas jack for external microphone Sennheiser Lavaliere Microphone, Sony WCS999 Wireless Microphone AUDIO-TECHNICA ATR3350 Microphone
21. Review of Equipment Buy a Tripod - an unsteady hand can ruin a video. Keep your elbows against your body as you shoot. Monopod – One legged tripod Manfrotto 680B Mini tripods JobyGorrillapod xshot camera extender www.kodak.com/go/redeal
42. What is a Webinar? Instructor led “LIVE” with start and ending Each participant sits at his or her own computer Attendees will simply enter a "URL" or website meeting address to enter the live meeting or conference. Some download software
51. Disadvantages Limited availability Attendee grouping sizes limited Higher-order computer skills Communication with students limited CE Approval not standard . . . Yet Built in watch dog . . .
52. Advantages Size limited Instructor-led learning Combine live with workbook and breakouts Self-paced homework Deliver high level material quickly
53. Applications Free webinars to educate consumers on products or services For-fee or free “how to” courses Delivery of technical skill and leadership courses Delivery of “pre-work” for in-person training courses As part of a larger, integrated training, change management or communication effort
54. Applications To promote collaborative work between committee members in different locations, functions and job profiles Appeal to technologically inclined generations, individuals and learners Create additional learning platforms that are more engaging than lecture or teleconferences – in order to drive attendance and retention of information
55. Peer to Peer Skype Facebook / Skype Google Video Chat Oovoo
56. WebinarPlatforms One to Many Distance Learning Platforms Webex GoToMeeting Acrobat Connect Microsoft Live Meeting i-Linc Elluminate E-Lectra
63. Adult Attention Span & Retention 90/20/8Rule of Adult Learning Adults Can Listen with understanding for 90 Minutes….. But with Retention for Only 20 Minutes at a Time Need to Involve Them Every 8 Minutes to Keep Them Focused
64. 20 Minute Rule Breaks Up a Session – Shifts the Mode of Information Processing Gives the Adult a Chance to Think Through New Information
65. 20 Minute Rule Gives the adult a chance to clarify their own thinking and questions Gives the student time to “Park” the information away in the appropriate “File Cabinet” in the brain so they can move on to the Next Learning Point
66. Get the most out of class Distribute a packet of information in advance that they can print out and take notes on. Have a sidekick do some of the talking Use annotation tools Allow time for viewing graphics Print your Slides with Notes to keep you on track
67. Tech Issues Mute all phones and open for questions Put on HOLD Don’t prepare – Disrupt Class Don’t have handout Don’t start and end on time
Editor's Notes
A good classroom instructor regardless of their experience may not be effective in the video classroom environment, unless . . .They alter their message to the medium.What is the difference? There is an intrinsic skill to use every medium. Distance education in general and videoconferencing in particular bring considerations and challenges not encountered in classrooms bound by four walls, but it can also make learning more accessible, relevant, and exciting To be successful in providing videoconference education, you will need to have the following qualities: be passionate and enthusiastic about educating your students; believe in the possibilities of videoconferencing while being aware of its limitations; be flexible; and be prepared to put in lots of time and thought. The most important things for a good instructor are not what he/she teaches; the most important things are what kind of learning will actually occur and how it will occur.The challenge, then is to see that a part of each lesson or course you prepare – and the activities you plan for each part – is prepared in a way that enables the distance learner to understand the concepts enough to see application in their real world real estate practice.
A good classroom instructor regardless of their experience may not be effective in the video classroom environment, unless . . .They alter their message to the medium.What is the difference? There is an intrinsic skill to use every medium. Distance education in general and videoconferencing in particular bring considerations and challenges not encountered in classrooms bound by four walls, but it can also make learning more accessible, relevant, and exciting To be successful in providing videoconference education, you will need to have the following qualities: be passionate and enthusiastic about educating your students; believe in the possibilities of videoconferencing while being aware of its limitations; be flexible; and be prepared to put in lots of time and thought. The most important things for a good instructor are not what he/she teaches; the most important things are what kind of learning will actually occur and how it will occur.The challenge, then is to see that a part of each lesson or course you prepare – and the activities you plan for each part – is prepared in a way that enables the distance learner to understand the concepts enough to see application in their real world real estate practice.
Demonstrate enthusiasm toward the subject matterVideoconferencing participants will find it difficult to pay attention if the subject is not presented in an interesting way or if the facilitator is tense or bored. Get beyond the "talking head" model and make the session as interactive as possible. Use a participant map to specifically address your students or other participants. After the first few minutes, they will forget the technology and focus on the subject.Speak in a strong, clear voiceTake advantage of the system to communicate naturally, using inflection and body language. It's not necessary to yell. It is even more important than usual to wait for the other person to finish speaking. Things can get really confusing if there are multiple participants all speaking at once. You may need a Proctor or some pre-designated plan for controlling who has the microphone. Other participants should mute when they don't expect to be speaking. Don't forget that remote participants can still hear everything until the call is completely disconnected!Allow time for viewing graphics. Display text material (i.e. chart or list) long enough for a slow reader to read. Non-text material often requires less time (3-4 seconds). Obtain written authorizationUse of copyrighted material in a distance learning situation requires permission, so obtain clearance before broadcasting audio-visuals.