Thanks to all the members of the SIB Online Learning Team for a great retreat. It was a pleasure to be in the company of such fine educators.
And thank you to the faculty and students who showed up today as well. I sincerely hope that you found some bits of information that will be useful to you in the future.
Here is a link to the popplet created in class with information provided by you.
As to the article I referenced about students retaining the science information better by making videos, (Improving Science Education Using Video Skills) here it is at ScienceDaily.
And here is the link in the original journal. I will check with the library to see if we can obtain a copy of the article for future reference.
My presentation at the retreat was about going "Beyond PowerPoint" for presentations (online or in class) although it might be most remembered for the overabundance of LOLCats!
Oddly, just minutes after my presentation, on my twitter timeline came across a tweet about a video called "LOLCats!!! - Intervention Episode 1" Any resemblance to me is merely coincidental.
These resources are meant to provide ways to share and collaborate on presentations easily as they are web based (most can be embedded into a website). They also can provide a "wow" factor to some of your work and provide options to students who want to go beyond PowerPoint as well.
Below are linked alternate presentations based on my PowerPoint of "I Can Haz Science? LOLCats r science teecherz"
GoogleDocs: a great place to share for collaboration purposes, but the flexibility to create visually rich presentations is just not there.
SlideShare: Turn your presentation into a PDF and upload and share! Upgrades allow you to add audio and more. I have found some great educational information there just by viewing others' presentations!
Prezi: The darling of educators everywhere. A visually appealing "zooming" presentation creator. There is a small learning curve and the potential exists to "overdo" the zooming. Don't anticipate you will have the skills to create presentations like those on the sample page right away. Great if used in small doses, not for an entire lecture.
Dipity: One of several timeline creation resources. Images can be uploaded from your desktop, and videos can be linked, too. Be sure to check out the flipbook, list and map functions too. This would be a useful tool when discussing the history of any science related topic!
Cooliris: Full of "Wow!". Create a "wall" of images (from flickr, Facebook and more) or videos from a YouTube channel. Visually appealing. Would be great embedded in a website or uploaded to an iPad. As a presentation tool, I could see this being useful for those of you who are always jumping around their PowerPoints.
SlideRocket: This takes GoogleDocs up several levels as a way to collaborate on presentations. Intuitive interface and beautiful options help create stunning presentations. Analytics are provided to assist you in knowing which slides your viewers linger on longer or skip past. Upgrade includes polling capabilities and ability to add audio and more. It is worth it to watch the introductory video to see all it has to offer.
Once again, thanks to all and please contact any member of our team to help answer your questions about using technology in your face to face, online, or blended course.
Kindly,
Joanne (joannema@illinois.edu)
Showing posts with label video. Show all posts
Showing posts with label video. Show all posts
Wednesday, April 13, 2011
Thursday, October 14, 2010
Finding originals for YouTube videos
(Based on email and meetings between Marianne and Jason)
Marianne:
I found this video that I would like to use for my "Biology and Tech Innovation Course".
The video features Prof Martijn Poliakoff introducing the topic of Green Chemistry.
I love his videos. I like his office, I like his hair, I love his sense of
humor (maybe not always intentional big grin), I like his examples, and
his British accent. Again, I think this makes a great opening video and
brings some humor to the students - students who may be nervous entering a
chemistry module.
http://www.youtube.com/watch?v=_KYiLFkMQ_E
The video is from nottinghamscience. They post a lot of great science
videos on YouTube - I wish I could find if they had a website somewhere
else so that I do not have to expose my students to the weird comments
that often come with YouTube. I spent another 15 minutes trying to find
other sources for the same video.
The benefit of using YouTube is that it does not require students to sign up for a service or obtain special software to view it.
So my question is: where is the original NottinghamScience site with these
videos?
Jason:
So, a couple of thoughts. First, it looks as though nottinghamscience uses YouTube
as their delivery mechanism. Even if you go to their website
(http://www.test-tube.org.uk/index.htm), the videos there are "powered" by YouTube.
It isn't too uncommon for an organization to choose YouTube (or Vimeo, or others
like these) as their delivery mechanism--they make it so easy to distribute videos
online without technical knowledge.
The Green Chemistry video can be found on their site
(http://www.test-tube.org.uk/videos/pages_poliakoff_green_chemistry.htm). This
helps avoid the exposure to YouTube garbage comments, though YouTube's embedded
player is programmed such that if you click on the video (not the player controls),
it'll take you to the YouTube page (with its comments). What I would suggest is
embedding the YouTube video into your course. Students can still get to the
comments by clicking on the video, but at least while the video is within your
"space", the comments are hidden.
From other meetings:
At least every year, and definitely before a course is offered, OCE will go through the course website to determine if all the videos (that you may have downloaded) are still available on YouTube. The agreement is that when YouTube takes down a video, all copies that came from that link can no longer be used. An effort will be made to find alternative sites that host the video (legally) - or find another subsitute.
Marianne:
I found this video that I would like to use for my "Biology and Tech Innovation Course".
The video features Prof Martijn Poliakoff introducing the topic of Green Chemistry.
I love his videos. I like his office, I like his hair, I love his sense of
humor (maybe not always intentional big grin), I like his examples, and
his British accent. Again, I think this makes a great opening video and
brings some humor to the students - students who may be nervous entering a
chemistry module.
http://www.youtube.com/watch?v=_KYiLFkMQ_E
The video is from nottinghamscience. They post a lot of great science
videos on YouTube - I wish I could find if they had a website somewhere
else so that I do not have to expose my students to the weird comments
that often come with YouTube. I spent another 15 minutes trying to find
other sources for the same video.
The benefit of using YouTube is that it does not require students to sign up for a service or obtain special software to view it.
So my question is: where is the original NottinghamScience site with these
videos?
Jason:
So, a couple of thoughts. First, it looks as though nottinghamscience uses YouTube
as their delivery mechanism. Even if you go to their website
(http://www.test-tube.org.uk/index.htm), the videos there are "powered" by YouTube.
It isn't too uncommon for an organization to choose YouTube (or Vimeo, or others
like these) as their delivery mechanism--they make it so easy to distribute videos
online without technical knowledge.
The Green Chemistry video can be found on their site
(http://www.test-tube.org.uk/videos/pages_poliakoff_green_chemistry.htm). This
helps avoid the exposure to YouTube garbage comments, though YouTube's embedded
player is programmed such that if you click on the video (not the player controls),
it'll take you to the YouTube page (with its comments). What I would suggest is
embedding the YouTube video into your course. Students can still get to the
comments by clicking on the video, but at least while the video is within your
"space", the comments are hidden.
From other meetings:
At least every year, and definitely before a course is offered, OCE will go through the course website to determine if all the videos (that you may have downloaded) are still available on YouTube. The agreement is that when YouTube takes down a video, all copies that came from that link can no longer be used. An effort will be made to find alternative sites that host the video (legally) - or find another subsitute.
Monday, October 11, 2010
Some options for creating content yourself
(From course website)
1. Video (Use whatever camera you have that can record video, which may include cellphones. Share the video file or upload to a service like youtube.
2. Audio/Podcast (Free audio recorder/editor at Audacity at http://audacity.sourceforge.net/ You might also want to sign up for a free hosting account at a service such as http://www.podbean.com. Tip: use LAME to export it as a MP3 file.
3. Jing (free download at http://www.jingproject.com) We recommend also signing up for a free hosting account at http://www.screencast.com/.
4. Prezi (free account available at http://prezi.com/).
Advice from fellow students:
When recording video, or audio or a jing presentation write a script first. Or if that then sounds too rehearsed use some keywords. But do not do it "cold".
1. Video (Use whatever camera you have that can record video, which may include cellphones. Share the video file or upload to a service like youtube.
- Six Steps to Creating High Quality Video Training: http://www.learningsolutionsmag.com/articles/185/six-steps-to-creating-high-quality-video-training
2. Audio/Podcast (Free audio recorder/editor at Audacity at http://audacity.sourceforge.net/ You might also want to sign up for a free hosting account at a service such as http://www.podbean.com. Tip: use LAME to export it as a MP3 file.
- How to Create a Podcast: http://www.youtube.com/watch?v=-hrBbczS9I0
3. Jing (free download at http://www.jingproject.com) We recommend also signing up for a free hosting account at http://www.screencast.com/.
- How to Use Jing: http://www.youtube.com/watch?v=Xx0N_dTbzJk
4. Prezi (free account available at http://prezi.com/).
Advice from fellow students:
When recording video, or audio or a jing presentation write a script first. Or if that then sounds too rehearsed use some keywords. But do not do it "cold".
Potential roles of students in content creation?
We have all realized at some point in our teaching career that only when we taught a topic did we really understand the material (glycolysis!). For this very reason it makes pedagogical sense to design your course in such a way that it included student construction of content, as well as management of activities, within the course. Students who create content will have the opportunity to use new skills learned in the course and also broaden their knowledge base. All while actually decreasing the workload of the instructor who can then focus on developing other aspects of the course.
The products created by the students, which are often learning objects, such as presentations, video, podcasts, etc, can be reused in the course and by the students themselves to teach other (current and future) students.
If the task is done as a group project then not only will it stimulate individual learning but also collaborative learning by building a knowledge base collaboratively.
This type of inquiry-based learning will involve the integration of informational (background research on the topic) and technological (using video camera) skills. Ultimately we will be educating a workforce with skills that employers value. The disadvantage is that some of these skills are not necessarily your responsibility to teach within the scope of the course. It is therefore important that student have access to support from their institution to be able to obtain the skills (use of camera, how to do library research, etc.) to help create content (I guess just as the instructor will need access to these resources).
1. Student Content Creators: Convergence of Literacies (2007) Educause Review V 42 (6): 16-17 Joan K. Lippincott http://bit.ly/cpAy1c
2. Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology V39 (3): 501-521 M. J. W. Lee, C. McLoughlin, A. Chan
The products created by the students, which are often learning objects, such as presentations, video, podcasts, etc, can be reused in the course and by the students themselves to teach other (current and future) students.
If the task is done as a group project then not only will it stimulate individual learning but also collaborative learning by building a knowledge base collaboratively.
This type of inquiry-based learning will involve the integration of informational (background research on the topic) and technological (using video camera) skills. Ultimately we will be educating a workforce with skills that employers value. The disadvantage is that some of these skills are not necessarily your responsibility to teach within the scope of the course. It is therefore important that student have access to support from their institution to be able to obtain the skills (use of camera, how to do library research, etc.) to help create content (I guess just as the instructor will need access to these resources).
1. Student Content Creators: Convergence of Literacies (2007) Educause Review V 42 (6): 16-17 Joan K. Lippincott http://bit.ly/cpAy1c
2. Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology V39 (3): 501-521 M. J. W. Lee, C. McLoughlin, A. Chan
Sharing already made content (video)
One of the modules that I am proposing for my new online course "Biology and Tech Innovation" is on Green Chemistry. It is a topic that I actually do not know that much about.
I found many videos on Green Chemistry but I think I like this one the best as an introductory/opening video for the module. (It took me 5 minutes to find, thanks to catchy search words)
http://www.youtube.com/watch?v=_KYiLFkMQ_E
The video is from nottinghamscience. They post a lot of great science videos on YouTube - I wish I could find if they had a website somewhere else so that I do not have to expose my students to the weird comments that often come with YouTube. I spent another 15 minutes trying to find other sources for the same video. With no luck.
The benefit of using YouTube is that it does not require students to sign up for a service or obtain special software to view it.
In this particular video, which does not have the greatest production value, Prof Martijn Poliakoff introduces the topic of Green Chemistry. I love his videos. I like his office, I like his hair, I love his sense of humor (maybe not always intentional
), I like his examples, and his British accent. Again, I think this makes a great opening video and brings some humor to the students - students who may be nervous entering a chemistry module.
I found many videos on Green Chemistry but I think I like this one the best as an introductory/opening video for the module. (It took me 5 minutes to find, thanks to catchy search words)
http://www.youtube.com/watch?v=_KYiLFkMQ_E
The video is from nottinghamscience. They post a lot of great science videos on YouTube - I wish I could find if they had a website somewhere else so that I do not have to expose my students to the weird comments that often come with YouTube. I spent another 15 minutes trying to find other sources for the same video. With no luck.
The benefit of using YouTube is that it does not require students to sign up for a service or obtain special software to view it.
In this particular video, which does not have the greatest production value, Prof Martijn Poliakoff introduces the topic of Green Chemistry. I love his videos. I like his office, I like his hair, I love his sense of humor (maybe not always intentional
), I like his examples, and his British accent. Again, I think this makes a great opening video and brings some humor to the students - students who may be nervous entering a chemistry module.
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