Course outline for 'What's the Story?' summer school delivered in partnership between Lewisham Library & Information Service and Goldsmiths School of Journalism, August 2017. The course educated 15 young people (aged between 13 and 21) in the principles and practices of information and media literacy, mobile journalism and local history, focusing on the 40th anniversary of the Battle of Lewisham. Course tutors: Robert Freeman (Goldsmiths School of Journalism) and Alice Corble (Goldsmiths Sociology/Library Studies). Supported by Arts Council England Libraries Innovation Fund.
This document discusses podcasting in education and provides examples of how it can be used. It begins by describing different types of podcasts, such as audio-only, enhanced with images/slides, and video. Podcasting in education can involve finding existing podcasts to supplement course materials, making your own podcasts to provide additional content or review materials for students, or assigning students to make podcasts to develop skills. The document provides several examples of podcasts used in education, such as the BBC's French language podcast and student-created podcasts. It concludes with considerations for designing podcasts, such as determining the audience and purpose, and tools that can be used to create different types of podcasts.
Robert O'Connor gave a presentation on augmenting presentations with mixed media. He outlined sources for finding images, audio, and video content online from places like YouTube, podcasts, and academic sites. He demonstrated how to easily add this media to slides in Keynote or PowerPoint. While encouraging the use of mixed media to enhance lectures, he cautioned that it should not replace substance or interaction between lecturers and students.
This document outlines the process that Elco High School students and teachers took to complete an oral history project on a WWII veteran as part of the Veterans History Project. The students researched the veteran, planned interview questions, conducted a video interview with him, transcribed the interview, collected additional materials, and created a multimedia profile of the veteran to archive at the Library of Congress. The project gave students hands-on experience researching and honoring a local veteran's service.
Intro to course admin, ice breakers and history of media set 2candifilmstudies
This document provides an overview of the Year 12 Media Studies course. It introduces the aims of the course, which are to study different media forms and contexts, and how students will be assessed. It then gives an outline of the topics to be covered, including key terms, the history of media, and predictions about the future of media. Students are instructed on course requirements like folders, homework policies, and lesson activities. These activities include icebreakers to get to know classmates, defining media terms, and discussing the evolution of technology and its impact on the development of mass media over time.
OER exploration with the adult literacy program, August 2016Manisha Khetarpal
Adult literacy program used OER videos, instructional resources, created blogs and commented on each others posts. The access to OER instructional resources in videos and audio format made complex text and concepts easy to understand for adult learners. OERs engaged students and this assisted with student retention. this helps students continue learning more as they are successful in their academic journey.
This document discusses podcasting in education and provides examples of how it can be used. It begins by describing different types of podcasts, such as audio-only, enhanced with images/slides, and video. Podcasting in education can involve finding existing podcasts to supplement course materials, making your own podcasts to provide additional content or review materials for students, or assigning students to make podcasts to develop skills. The document provides several examples of podcasts used in education, such as the BBC's French language podcast and student-created podcasts. It concludes with considerations for designing podcasts, such as determining the audience and purpose, and tools that can be used to create different types of podcasts.
Robert O'Connor gave a presentation on augmenting presentations with mixed media. He outlined sources for finding images, audio, and video content online from places like YouTube, podcasts, and academic sites. He demonstrated how to easily add this media to slides in Keynote or PowerPoint. While encouraging the use of mixed media to enhance lectures, he cautioned that it should not replace substance or interaction between lecturers and students.
This document outlines the process that Elco High School students and teachers took to complete an oral history project on a WWII veteran as part of the Veterans History Project. The students researched the veteran, planned interview questions, conducted a video interview with him, transcribed the interview, collected additional materials, and created a multimedia profile of the veteran to archive at the Library of Congress. The project gave students hands-on experience researching and honoring a local veteran's service.
Intro to course admin, ice breakers and history of media set 2candifilmstudies
This document provides an overview of the Year 12 Media Studies course. It introduces the aims of the course, which are to study different media forms and contexts, and how students will be assessed. It then gives an outline of the topics to be covered, including key terms, the history of media, and predictions about the future of media. Students are instructed on course requirements like folders, homework policies, and lesson activities. These activities include icebreakers to get to know classmates, defining media terms, and discussing the evolution of technology and its impact on the development of mass media over time.
OER exploration with the adult literacy program, August 2016Manisha Khetarpal
Adult literacy program used OER videos, instructional resources, created blogs and commented on each others posts. The access to OER instructional resources in videos and audio format made complex text and concepts easy to understand for adult learners. OERs engaged students and this assisted with student retention. this helps students continue learning more as they are successful in their academic journey.
Not Another Paper: Alternative Assessments with TechnologyEdTechTeacher.org
The document discusses alternative assessments to traditional papers that use technology. It describes projects using word processors like editing historical texts or creating historical newspapers. It also discusses instant message conversations, blogs, podcasts, and collaborative audio projects using Voicethread. Throughout, it emphasizes selecting learning goals first and then designing assessments and activities to help students master those goals.
Introducing Historical Texts' new resources for learning and teachingJisc
This webinar introduces new resources created by Jisc's Historical Texts service to support learning and teaching with historical texts. The resources include themed reading lists, guidance on searching the text collections, and assessment tools like title mash-ups. The goal is to make it easier for students and academics to explore and analyze the vast archives in the Historical Texts collections. Feedback is sought on how the resources are being used and how they could be improved or expanded in the future.
Participatory Video and Teachers' Implicit Practice in MalawiiChris High
This paper covers the use of participatory video in a methodological pilot which took as its subject the experience of primary teachers in two schools in rural Malawi. School teachers in much of Sub-Saharan Africa have a dichotomous status. At the local level they are often respectable people who are expected to provide a positive role model to their pupils and the wider local community. Within national civil service hierarchies, they are often frequently problematized as lacking in the capacity to deliver on ambitious education-led national development strategies. This tension presents interesting ethical and methodological challenges in surfacing and valorising their role as experts in a way that speaks to people from outside of their local communities.
The project used PV to appreciate the implicit theories-in-practice of teachers; exploring the different kinds of data and analytical options that the PV process can generate to understand local practices and understandings. This included elements of participatory action research, participant-observation, semi-structured and photo-elicited interviews, and group reflection. The data provided different opportunities to experience and evidence the teachers’ roles as capable experts. For example, the cross-talk behind the camera was notably rich. Techniques such as cognitive mapping also showed promise in highlighting the consistency and sophistication of their understandings.
The pilot thus suggests that PV can provide different ways surface implicit understandings. We conclude by discussion some of the implications for research practice, participatory ethics and the opportunities to use PV within mixed methods approaches that have direct impact on policy and practice.
B cweek 11 practicum + problematizing practiceBeth Carey
This document provides an agenda and information for an education course. It outlines the following topics for the week: course feedback and changes, reflections on practicum experiences, identifying challenges in teaching, and sharing audio/visual resources for classrooms. It provides details about in-class activities like group discussions and exploring online tools. It also includes reminders about assignments and upcoming class focuses on inquiry-based learning and working on a group project.
B cweek 11 practicum + problematizing practiceBeth Carey
This document provides an agenda and information for an education course. It outlines the following topics for the week: course feedback and changes, reflections on practicum experiences, identifying challenges in teaching, and sharing audio/visual resources for classrooms. It provides details about in-class activities like group discussions and sharing of resources. It also includes reminders about assignments and upcoming topics to be covered in the course.
This lesson plan aims to teach students how to speak in the form of a news item. It includes indicators, teaching objectives, materials, and teaching procedures. The procedures involve building students' knowledge of news items, having them jointly construct sample texts, and independently constructing their own. Students will perform news items they created in pairs and individually to practice the format. The plan aims to help students respond meaningfully in transactional and interpersonal conversations using simple oral language.
Wittig: Creating a Digital Space for Today's Teens, Part 1 and Part 2ALATechSource
The document outlines Corey Wittig's work developing digital media labs called "The Labs" at the Carnegie Library of Pittsburgh to provide spaces and programming for teens to explore creative and technical skills. It discusses the philosophy and research behind the initiative, how to get started, resources for workshops and equipment, strategies for promotion and volunteer opportunities, and plans for expanding the program.
Digital storytelling involves creating short, first-person videos that combine recorded voice, images, and music. The document outlines the process of creating digital stories including pre-production, production, and post-production stages. It discusses types of digital stories like instructional, narrative, or issue-based stories. Key criteria for effective digital stories are an emotional connection, clear message, and appropriate pacing and flow between elements. The document provides examples of digital stories and curriculum expectations around digital storytelling in language arts and media literacy.
This document outlines a podcast workshop that aims to teach students about podcasting and how it can be used in the classroom. It discusses what podcasting is, how it benefits learning as it encourages creativity, collaboration and higher-order thinking. Students can create podcasts to deliver course content, showcase their work, or discuss topics through interviews. The document provides examples of podcast content and covers the equipment, software, production process needed to create podcasts. It also discusses how to share finished podcasts and avoid common problems like speaking too fast or being boring.
List of tasks to upload for unit 1.doc this is importantmarie
This document outlines the units and assignments for an introductory creative media course. The units include creating short films on different topics, researching local creative media events and venues, exploring creative media jobs, writing personal responses to media works, and developing a guide to creative media in the local area. Students will complete briefs involving synopses, storyboards, scripts, evaluations and more. They will also research local creative activities, interview professionals, and create promotional materials.
List of tasks to upload for unit 1.doc this is importantmarie
This document outlines the units and assignments for an introductory creative media course. The units include creating short films on different topics, researching local creative media events and venues, exploring creative media jobs, writing personal responses to media works, and developing a guide to creative media in the local area. Students will complete briefs involving synopses, storyboards, scripts, films, evaluations, research, posters, questionnaires, job profiles, clips, layout designs, and more. The course aims to give students experience in various creative media forms and expose them to opportunities in their local community.
Digging into assessment data: Tips, tricks, and tools of the trade.Lynn Connaway
Hofschire, L., & Connaway, L. S. (2018). Digging into assessment data: Tips, tricks, and tools of the trade. Part 2 in 3-part webinar series, Evaluating and sharing your library's impact, presented by OCLC Research WebJunction, August 14, 2018.
The document discusses insights from several conferences on making feedback more engaging. It provides examples of non-traditional feedback approaches such as graffiti walls, video, diaries, drawings, music, and memes. These alternatives may be more fun and engaging for users than traditional written comments. The document also discusses targeting feedback approaches toward different user groups and environments like VLEs, and conducting market research to understand how resources are being used.
COMM 106-90719 course introduction-LUTHERprofluther
This document provides an overview of the COMM 106: Multimedia Journalism course. It introduces the professor and outlines the course details, materials, assignments, grading, attendance policy, and weekly structure. Students will learn multimedia journalistic storytelling skills including audio, video, and online platforms. The goal is to produce a basic audio multimedia project on an investigated topic to present to the class by the end of the semester. This first week includes submitting an email for the class blog, introducing themselves on the discussion board, and reading the first chapter.
This document summarizes a presentation about finding and using authentic French language resources for AP French Language and Culture courses. It discusses how the AP exam has changed to incorporate more authentic materials from the French-speaking world. It then provides examples of online audio and written resources that can be used, such as podcasts, interviews, articles, advertisements and songs. The presentation also demonstrates different ways teachers can incorporate these materials into their curriculum using technologies like Voicethread, Prezi, Glogster and websites.
Wittig: Creating a Digital Media Space for Today's Teens, Part 1 and Part 2 ALATechSource
The document discusses the creation of The Labs, a digital media space for teens at the Carnegie Library of Pittsburgh. It provides background on why such a space is needed given trends in teen library usage. It then details how The Labs was planned and implemented, including research that informed its approach, partnerships developed, the types of workshops and programs offered, and resources and equipment provided. Tips are also offered on funding, design, and best practices for other libraries looking to create similar digital learning spaces.
The document discusses insights from several conferences on making feedback more engaging. It provides examples of non-traditional feedback approaches used by other organizations, such as using graffiti walls, videos, diaries, drawings, participatory mapping, and memes. These approaches aim to make feedback more fun and engaging for users compared to traditional methods like surveys and comments cards. The document also discusses targeting feedback approaches based on different user groups and settings, and conducting further market research to understand how resources are used in context.
Here are 3 tips for starting a blog:
1. Choose a topic you're passionate about. Pick something you enjoy writing and reading about so it's not a chore.
2. Post regularly. Aim for at least 1-2 times per week. Consistency builds an audience.
3. Promote your blog on social media. Share new posts on Twitter, Facebook, etc. to reach more potential readers.
The key is to just start. Your writing will improve over time, so don't wait until you feel perfect - just get some initial posts published and continue refining as you go. The experience will be invaluable, both personally and professionally.
If you’re new to Fusion and curious about the hype, or even if you’re a seasoned pro and want to get a head start on planning – you need to watch this webinar. We walk you through the top 10 reasons why attending Fusion may be the best thing you do all year. In fact, our keynote speaker is reason enough to attend!
D2L Webinar - April 5, 2016 - Top Ten Reasons to Attend Fusion D2L Barry
Barry Dahl of the Brightspace Teaching & Learning Community presents the top ten list of the reasons to attend the Fusion conference in Washington, DC on July 18-20, 2016.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Not Another Paper: Alternative Assessments with TechnologyEdTechTeacher.org
The document discusses alternative assessments to traditional papers that use technology. It describes projects using word processors like editing historical texts or creating historical newspapers. It also discusses instant message conversations, blogs, podcasts, and collaborative audio projects using Voicethread. Throughout, it emphasizes selecting learning goals first and then designing assessments and activities to help students master those goals.
Introducing Historical Texts' new resources for learning and teachingJisc
This webinar introduces new resources created by Jisc's Historical Texts service to support learning and teaching with historical texts. The resources include themed reading lists, guidance on searching the text collections, and assessment tools like title mash-ups. The goal is to make it easier for students and academics to explore and analyze the vast archives in the Historical Texts collections. Feedback is sought on how the resources are being used and how they could be improved or expanded in the future.
Participatory Video and Teachers' Implicit Practice in MalawiiChris High
This paper covers the use of participatory video in a methodological pilot which took as its subject the experience of primary teachers in two schools in rural Malawi. School teachers in much of Sub-Saharan Africa have a dichotomous status. At the local level they are often respectable people who are expected to provide a positive role model to their pupils and the wider local community. Within national civil service hierarchies, they are often frequently problematized as lacking in the capacity to deliver on ambitious education-led national development strategies. This tension presents interesting ethical and methodological challenges in surfacing and valorising their role as experts in a way that speaks to people from outside of their local communities.
The project used PV to appreciate the implicit theories-in-practice of teachers; exploring the different kinds of data and analytical options that the PV process can generate to understand local practices and understandings. This included elements of participatory action research, participant-observation, semi-structured and photo-elicited interviews, and group reflection. The data provided different opportunities to experience and evidence the teachers’ roles as capable experts. For example, the cross-talk behind the camera was notably rich. Techniques such as cognitive mapping also showed promise in highlighting the consistency and sophistication of their understandings.
The pilot thus suggests that PV can provide different ways surface implicit understandings. We conclude by discussion some of the implications for research practice, participatory ethics and the opportunities to use PV within mixed methods approaches that have direct impact on policy and practice.
B cweek 11 practicum + problematizing practiceBeth Carey
This document provides an agenda and information for an education course. It outlines the following topics for the week: course feedback and changes, reflections on practicum experiences, identifying challenges in teaching, and sharing audio/visual resources for classrooms. It provides details about in-class activities like group discussions and exploring online tools. It also includes reminders about assignments and upcoming class focuses on inquiry-based learning and working on a group project.
B cweek 11 practicum + problematizing practiceBeth Carey
This document provides an agenda and information for an education course. It outlines the following topics for the week: course feedback and changes, reflections on practicum experiences, identifying challenges in teaching, and sharing audio/visual resources for classrooms. It provides details about in-class activities like group discussions and sharing of resources. It also includes reminders about assignments and upcoming topics to be covered in the course.
This lesson plan aims to teach students how to speak in the form of a news item. It includes indicators, teaching objectives, materials, and teaching procedures. The procedures involve building students' knowledge of news items, having them jointly construct sample texts, and independently constructing their own. Students will perform news items they created in pairs and individually to practice the format. The plan aims to help students respond meaningfully in transactional and interpersonal conversations using simple oral language.
Wittig: Creating a Digital Space for Today's Teens, Part 1 and Part 2ALATechSource
The document outlines Corey Wittig's work developing digital media labs called "The Labs" at the Carnegie Library of Pittsburgh to provide spaces and programming for teens to explore creative and technical skills. It discusses the philosophy and research behind the initiative, how to get started, resources for workshops and equipment, strategies for promotion and volunteer opportunities, and plans for expanding the program.
Digital storytelling involves creating short, first-person videos that combine recorded voice, images, and music. The document outlines the process of creating digital stories including pre-production, production, and post-production stages. It discusses types of digital stories like instructional, narrative, or issue-based stories. Key criteria for effective digital stories are an emotional connection, clear message, and appropriate pacing and flow between elements. The document provides examples of digital stories and curriculum expectations around digital storytelling in language arts and media literacy.
This document outlines a podcast workshop that aims to teach students about podcasting and how it can be used in the classroom. It discusses what podcasting is, how it benefits learning as it encourages creativity, collaboration and higher-order thinking. Students can create podcasts to deliver course content, showcase their work, or discuss topics through interviews. The document provides examples of podcast content and covers the equipment, software, production process needed to create podcasts. It also discusses how to share finished podcasts and avoid common problems like speaking too fast or being boring.
List of tasks to upload for unit 1.doc this is importantmarie
This document outlines the units and assignments for an introductory creative media course. The units include creating short films on different topics, researching local creative media events and venues, exploring creative media jobs, writing personal responses to media works, and developing a guide to creative media in the local area. Students will complete briefs involving synopses, storyboards, scripts, evaluations and more. They will also research local creative activities, interview professionals, and create promotional materials.
List of tasks to upload for unit 1.doc this is importantmarie
This document outlines the units and assignments for an introductory creative media course. The units include creating short films on different topics, researching local creative media events and venues, exploring creative media jobs, writing personal responses to media works, and developing a guide to creative media in the local area. Students will complete briefs involving synopses, storyboards, scripts, films, evaluations, research, posters, questionnaires, job profiles, clips, layout designs, and more. The course aims to give students experience in various creative media forms and expose them to opportunities in their local community.
Digging into assessment data: Tips, tricks, and tools of the trade.Lynn Connaway
Hofschire, L., & Connaway, L. S. (2018). Digging into assessment data: Tips, tricks, and tools of the trade. Part 2 in 3-part webinar series, Evaluating and sharing your library's impact, presented by OCLC Research WebJunction, August 14, 2018.
The document discusses insights from several conferences on making feedback more engaging. It provides examples of non-traditional feedback approaches such as graffiti walls, video, diaries, drawings, music, and memes. These alternatives may be more fun and engaging for users than traditional written comments. The document also discusses targeting feedback approaches toward different user groups and environments like VLEs, and conducting market research to understand how resources are being used.
COMM 106-90719 course introduction-LUTHERprofluther
This document provides an overview of the COMM 106: Multimedia Journalism course. It introduces the professor and outlines the course details, materials, assignments, grading, attendance policy, and weekly structure. Students will learn multimedia journalistic storytelling skills including audio, video, and online platforms. The goal is to produce a basic audio multimedia project on an investigated topic to present to the class by the end of the semester. This first week includes submitting an email for the class blog, introducing themselves on the discussion board, and reading the first chapter.
This document summarizes a presentation about finding and using authentic French language resources for AP French Language and Culture courses. It discusses how the AP exam has changed to incorporate more authentic materials from the French-speaking world. It then provides examples of online audio and written resources that can be used, such as podcasts, interviews, articles, advertisements and songs. The presentation also demonstrates different ways teachers can incorporate these materials into their curriculum using technologies like Voicethread, Prezi, Glogster and websites.
Wittig: Creating a Digital Media Space for Today's Teens, Part 1 and Part 2 ALATechSource
The document discusses the creation of The Labs, a digital media space for teens at the Carnegie Library of Pittsburgh. It provides background on why such a space is needed given trends in teen library usage. It then details how The Labs was planned and implemented, including research that informed its approach, partnerships developed, the types of workshops and programs offered, and resources and equipment provided. Tips are also offered on funding, design, and best practices for other libraries looking to create similar digital learning spaces.
The document discusses insights from several conferences on making feedback more engaging. It provides examples of non-traditional feedback approaches used by other organizations, such as using graffiti walls, videos, diaries, drawings, participatory mapping, and memes. These approaches aim to make feedback more fun and engaging for users compared to traditional methods like surveys and comments cards. The document also discusses targeting feedback approaches based on different user groups and settings, and conducting further market research to understand how resources are used in context.
Here are 3 tips for starting a blog:
1. Choose a topic you're passionate about. Pick something you enjoy writing and reading about so it's not a chore.
2. Post regularly. Aim for at least 1-2 times per week. Consistency builds an audience.
3. Promote your blog on social media. Share new posts on Twitter, Facebook, etc. to reach more potential readers.
The key is to just start. Your writing will improve over time, so don't wait until you feel perfect - just get some initial posts published and continue refining as you go. The experience will be invaluable, both personally and professionally.
If you’re new to Fusion and curious about the hype, or even if you’re a seasoned pro and want to get a head start on planning – you need to watch this webinar. We walk you through the top 10 reasons why attending Fusion may be the best thing you do all year. In fact, our keynote speaker is reason enough to attend!
D2L Webinar - April 5, 2016 - Top Ten Reasons to Attend Fusion D2L Barry
Barry Dahl of the Brightspace Teaching & Learning Community presents the top ten list of the reasons to attend the Fusion conference in Washington, DC on July 18-20, 2016.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Juneteenth Freedom Day 2024 David Douglas School District
What's the Story? Course outline
1. Course Outline
Produced in partnership with Lewisham Library and Information Service,
Lewisham Community Development and Goldsmiths School of Journalism
2. Learning Outcomes: information & media literacy
By the end of the course, students will have the following skills:
• Gain familiarity with the range of information sources and services accessible through
Lewisham libraries and archives
• Understand how local history can be researched through multiple information mediums
including archival resources, online sources and news databases, cultural ephemera and
walking and talking in the local area
• Apply search strategies and techniques to web search engines and the library service’s
online databases to retrieve relevant content
• Evaluate online news sources and images to determine their accuracy, authority,
relevance, purpose, and bias
• Compare controversial news content from different points in history to evaluate changes in
the way social issues are framed, represented and mediated
• Identify areas of interest for further research and educational/career development
3. Learning Outcomes: journalism & filmmaking
By the end of the course, students will have the following skills:
• Be able to assemble the equipment needed to record interviews and take photos, and keep it in good condition.
• Demonstrate the steps required to use audio / video recording software on a phone or tablet and transfer the finished file
to another storage medium.
• Understand the importance of simple file naming conventions in storage and retrieval of media.
• Demonstrate the ability to take good-quality digital photographs, using available light.
• Have knowledge of and practical experience in using microphones to make a high-quality sound recording.
• Be able to set out an interview plan and arrange appointments in a calendar.
• Recognise the difference between closed and open-ended questioning and be able to consistently use open-ended
questions in a short interview.
• Analyse interviews, by themselves or others, for key points of interest.
• Have practical experience in using simple audio / video software to make shorter edits of full-length interviews, and use
photo editing software to crop and resize images.
• Be able to assemble text, pictures and other media into an online story presentation.
• Evaluate the final work, discovering and solving editorial problems prior to publication.
4. Day one: Introduction (AM)
• Refreshments and introductions from tutors and
participants including an ice-breaker game
• Schedule, timings, ground rules, health and safety and
fire briefing
• Background to the project:
• Introducing the complementary fields of expertise that
librarians, archivists and journalists provide
• Introducing project research focus: The Battle of Lewisham
• Watch film by Goldsmiths media graduate Nachael Catnott: The
Battle of Lewisham – The Rise of the People + director Q&A
• Short group discussion: Why we should / should not
learn about events in the past
Lunch on college green
5. Day one: Introduction (PM)
• Introduction to the equipment, cameras and
microphones
• Recording exercise in pairs: Summarise this
morning’s discussion in no more than 60
seconds, rehearse and record each other on
camera
• Briefing: Journalism - The role of the journalist
and how we find and tell a story to the world
• Discursive exercise in small groups: come up
with the top three things a reporter does and
why. Keep notes for future blog post
6. Day two: Libraries, Localities & Literacies
A.M.
• Meet in foyer of Lewisham Library. Tour of library
and introduction to services available. Non-members
can join library.
• Visit to Lewisham Local History and Archives
Centre. Tour of Battle of Lewisham exhibition, with
talk by curator and guide to archival resources.
• Talk by Goldsmiths Politics graduate who used
Lewisham archives to research institutional racism
for dissertation. Q&A and debate on media, history,
power and inequality.
• Travel to Deptford Lounge via DLR, stopping at the
Lewisham Clock Tower on the way to talk about the
significance of site in the history of the Battle of
Lewisham.
Lunch at Deptford Lounge
7. Day two: Libraries, Localities & Literacies
P.M.
• Lecture & seminar at Deptford Lounge on how to
navigate the infosphere in a ‘post-truth’ and ‘fake
news context.
• Tutorial: Use library online databases to search for and
critically evaluate news and information sources.
• Film: The 5 Filters of the Mass Media Machine
• Exercise: Compare controversial news content from 1977 and 2017 to
understand changes in the way social justice issues are framed,
represented and mediated.
• Guided walk from Deptford Lounge to New Cross
Learning along route that includes some historic Battle
of Lewisham sites.
• Tour of New Cross Learning, a community library run
by volunteers. Talk from volunteer manager on
services available and challenges facing libraries
under austerity.
• Discussion, evaluation & feedback.
8. Day three: lights, camera, action, reflection
• Recap from day one and questions
• Playback previous recordings on learning history
• Comparing to TV you watch, professional YouTubers or
similar, how did your first recordings go?
• Equipment tutorial: How to shoot like a pro with just your
mobile
• Stability
• Light
• Focus
• Sound
• Recording exercise in pairs: With the new tips in mind,
record the three things you think are most important about
being a journalist. Record each on in a different place. No
more than 30 seconds for each point.
• Playback and critique of recordings, are we already seeing
an improvement in recording quality?
• Software tutorial: Simple mobile video editing. Edit all the
different examples from the previous exercise together.
9. Day four: what makes a good story?
• Recap from previous day and playback of finished edits
• Journalism discussion: Looking at copies of today’s free
papers, what’s in the news today (and how did it get there?)
• In pairs: Each group reports back with summaries of two
stories. What’s interesting for you personally about the
story? What else do you want to know now?
• Discussion: What makes a good story?
• Audio interview recording exercise: In pairs, interview each
other on what makes a good story.
• Audio editing software tutorial
• Editing exercise: Cut together your interviews, aiming for no
more than 1 minute. Playback
• Discussion: Editing. What are the benefits and dangers?
• Example videos of editing used in confusing and misleading
ways.
10. Day five: blogging and photography
• Recap and questions
• Introduction to WordPress
• Exercise: Create a personal post. What do you remember about the Battle of
Lewisham so far?
• Tutorial: Effective mobile photography. What makes a good shot?
• Exercise: Simple portrait photos of each of the participants
• Display and talk through the results
• Tutorial: Uploading our photos in WordPress. Add them to the previous post.
• Visit to Library
• Introduction to Flickr - our photo gallery tool
• Exercise: Take considered snaps of Goldsmiths. Upload to Flickr, show
metadata and keyword tagging, filenames, how to label things so you can find
them again.
• Discussion on library visit and information storage, access and retrieval.
• Planning for upcoming interviews and historic places in Lewisham.
11. Day six: Interviews & content management
• Tutorial: Interviews recording technique, setting up the
best shots, getting cutaways and shots useful during
editing.
• Group discussion: What are the best questions to ask?
Best ways to prepare for interviews.
• On a chosen topic (or with invited expert guest),
record short interviews using open questions and
follow-up questions. Gather cutaways.
• Exercise: Editing the best parts of the interview
together
• Introduction to YouTube uploading, tagging, metadata.
Upload interview clips. Create WordPress post and
embed video from YouTube.
• Group discussion: Creating a checklist for good
interviews. What needs to happen?
12. Day seven: online research
• Briefing and demonstration: Using the internet for research.
Secret search techniques to find information no one else can
see.
• Tutorial on using links in WordPress
• Exercise: Find information and events around the Battle of
Lewisham. Link to them in the blog.
• Briefing: Sub-editing text and proof-reading. Why is it
important to do this?
• Group discussion: How can we trust what we find on the
internet?
• The CRAAP Test: checking for currency, relevance, authority,
accuracy, purpose
• Exercise: Can you find your own photos / audio / video / blog
posts through a search engine? Verify sources using CRAAP
13. Field work
Independent field work
• Students undertake two weeks of independent
field work interviewing members of the pubic
and expert witnesses about The Battle of
Lewisham and related contemporary issues.
Supported by Lewisham Youth Service.
Organised/taught field work
• Organised field trip led by Lewisham
Community Development team visiting The
Battle of Cable Street mural and interviewing
Ivo Moseley.
• Wikipedia Editathon with Lewisham librarians
and guest Wikipedian teaching students how to
critically evaluate, edit and create Wikipedia
articles using critical information literacy skills.
14. Additional tuition during & after field work
• Planning for interviews and events recording using a central Calendar app.
• Soundcloud for audio hosting and embedding into blog posts, with considered
photos of interview subjects.
• Ongoing feedback on material being recorded in the field
• Summary of what has been gathered, participants record their personal highlights.
What details were most important to them?
• Feedback on what has been learned. What has been most challenging and most
useful for you in the summer school? How will you use it in the future? (School?
College? University? A future job? Something else in life?) Capturing responses on
film
• Participant goal setting: What do you want to do next?