Creating Videos with Screencast-o-matic
A place for my rantings on Teaching to Learn, Learning to Teach and all things Japanese. Un lugar para todas mis locuras, en inglés y español. (Content of this blog is intended for Educational Purposes as per the Fair Use Doctrine).
domingo, 22 de diciembre de 2013
Teaching with Technology - Part 4
Making Videos from Curating Boards
Creating Videos with Screencast-o-matic
Creating Videos with Screencast-o-matic
martes, 29 de octubre de 2013
Moodle MOOC 2 - Weeks 2 and 3
Supernormal: From a scientific perspective - Dr. Dean Radin
Dr. Radin discusses, from a scientific perspective, ancient legends about supernormal powers developed through the practice of yoga. He has been studying advanced capacities of human consciousness for over 30 years.
Yes! You CAN make your class interactive! - Dr. Rachel Sale
Dr. Sale discussed options such as taking an assignment that requires students to create a powerpoint and showing the change to "create your own powerpoint, narrate it as a presentation to your fellow teachers, co-workers" and use the Upload to PP option. Students are lead to an active role instead of uploading content into a dropbox. She focused on taking a static course with mostly discussions and file uploads to an environment that reaches out to students and asks them to be active learners.
Dr. Radin discusses, from a scientific perspective, ancient legends about supernormal powers developed through the practice of yoga. He has been studying advanced capacities of human consciousness for over 30 years.
Yes! You CAN make your class interactive! - Dr. Rachel Sale
Dr. Sale discussed options such as taking an assignment that requires students to create a powerpoint and showing the change to "create your own powerpoint, narrate it as a presentation to your fellow teachers, co-workers" and use the Upload to PP option. Students are lead to an active role instead of uploading content into a dropbox. She focused on taking a static course with mostly discussions and file uploads to an environment that reaches out to students and asks them to be active learners.
lunes, 7 de octubre de 2013
Moodle MOOC 2 - Weeks 1 and 2
Moodle MOOC 2 - Weeks 1 and 2
Leveraging Tribe as a Means to Self-Actualization - Sheryl Nussbaum-Beach
Well folks, the MOOC got off to a great start with this fantastic presentation by Sheryl, where she talks about the need to belong, Learning by observing others, Collaborative enquiry and learning, Interconnection, interactivity, virtual groups better than real groups, the Medici effect, Maslow's Hierarchy of Needs, the Human Network, connected learning, interdisciplinary, Share - Connect - Leverage - Co-create, and most of all, Never give up.
"We are stronger together than apart"
http://www.wiziq.com/tutorial/657518-Moodle-MOOC-2-Sheryl-Nussbaum-Beach-Tribe-Self-Actualization
Leveraging Tribe as a Means to Self-Actualization - Sheryl Nussbaum-Beach
Well folks, the MOOC got off to a great start with this fantastic presentation by Sheryl, where she talks about the need to belong, Learning by observing others, Collaborative enquiry and learning, Interconnection, interactivity, virtual groups better than real groups, the Medici effect, Maslow's Hierarchy of Needs, the Human Network, connected learning, interdisciplinary, Share - Connect - Leverage - Co-create, and most of all, Never give up.
"We are stronger together than apart"
http://www.wiziq.com/tutorial/657518-Moodle-MOOC-2-Sheryl-Nussbaum-Beach-Tribe-Self-Actualization
Then came another fantastic presentation, this time by Ludmila, who shares her experiences of teaching undergrad and grad courses in teacher-training programs, and how she made a change in teacher candidates attitudes and skills, from resisting technology and critical thinking, to embracing technology and striving for excellence.
Once again: "We are stronger together than apart". Never give up.
Once again: "We are stronger together than apart". Never give up.
Reaching Peak Learning via Creative Tasks and Reflective Writing - Dr. Ludmila Smirnova
http://www.wiziq.com/tutorial/657779-Moodle-MOOC-2-Ludmila-Smirnova
How to Find Joy in Your Everyday Life - MeiMei Fox
Joy is a choice!
Learn how you are in control of tapping into your inner wisdom, as well as practices you can use to connect with the beauty and love that surround you. MeiMei discusses with us reliable methods for finding greater happiness in your everyday life, showing us that we have the ability to find joy and happiness within ourselves.
How to Find Joy in Your Everyday Life - MeiMei Fox
Joy is a choice!
Learn how you are in control of tapping into your inner wisdom, as well as practices you can use to connect with the beauty and love that surround you. MeiMei discusses with us reliable methods for finding greater happiness in your everyday life, showing us that we have the ability to find joy and happiness within ourselves.
http://www.wiziq.com/tutorial/656790-MeiMei-Fox-Moodle-MOOC-2
http://youtu.be/O0oh3m2ZzJw
http://www.wiziq.com/tutorial/658340-Moodle-MOOC-2-Blending-technologies-and-feedback-for-EFL-writers
http://youtu.be/kAxTp0W1L8s
http://www.wiziq.com/tutorial/660681-Moodle-2-5-Training-Week-3
Moodle 2.5 Teacher Training - Dr. Nellie Deutsch
http://www.wiziq.com/tutorial/658986-Moodle-2-5-Training-Weeks-1-2
Blending technologies and feedback for EFL writers - Benjamin Stewart
Presents a way of providing formative feedback
to the English-as-a-foreign/second language writer through the use of
different technologies. The Canvas platform and
Google Drive are the two main technologies discussed, also
includes alternative technologies that could be used as well. Besides
technology use, direct and indirect feedback techniques are
presented with an example of how a writing error code system
can be used to prompt a writer’s awareness of standard English
irregularities.
http://www.wiziq.com/tutorial/658340-Moodle-MOOC-2-Blending-technologies-and-feedback-for-EFL-writers
Week 3 Challenges & Best Practices in Moodle Activities - Dr. Nellie Deutsch
http://www.wiziq.com/tutorial/660681-Moodle-2-5-Training-Week-3lunes, 30 de septiembre de 2013
Moodle MOOC 2
Starts tomorrow. Sign up now! - Empiece mañana. ¡Inscribense ya!
http://www.wiziq.com/course/20705-teaching-with-moodle
Sign in to WizIQ, then go over to Moodle for Teachers M4T and sign in there: http://moodle4teachers.org/
Select one of the course variations: Moodle for Beginners or Moodle for Non-beginners.
Enjoy your Moodling!
domingo, 22 de septiembre de 2013
Teaching with Technology - Part 3
Teaching with Technology - Week 4
Videos provide students with opportunities to be creative with multi-media and to teach as a way to learn. In addition, videos allow them to ask for support and focus on the how more than on the what.
Creating videos as instructional tools. You will learn how to screen-share and create movies using PowerPoint presentations, screen-captures, and WizIQ live classes, and how to upload the video clips to Youtube.
http://www.wiziq.com/tutorial/650895-Videos-for-Clarity
http://www.wiziq.com/tutorial/651100-Videos-For-Instruction-and-Learning
Well, I've revised the videos a few times, downloaded and read the article "Designing Digital Video for Learning and Development". What to do now?
Videos provide students with opportunities to be creative with multi-media and to teach as a way to learn. In addition, videos allow them to ask for support and focus on the how more than on the what.
Creating videos as instructional tools. You will learn how to screen-share and create movies using PowerPoint presentations, screen-captures, and WizIQ live classes, and how to upload the video clips to Youtube.
http://www.wiziq.com/tutorial/650895-Videos-for-Clarity
http://www.wiziq.com/tutorial/651100-Videos-For-Instruction-and-Learning
Well, I've revised the videos a few times, downloaded and read the article "Designing Digital Video for Learning and Development". What to do now?
Practice! Practice! Practice!
I'll practice making videos with PPT, Screen-shots, WizIQ and a couple of other "goodies" I have hidden up my sleeve. Will comment at the end of the week!
How To Embed Videos That Are Only Accessible Through Your Moodle Course
The problem with embedding or inserting links to Youtube's "Unlisted" videos in Moodle is that anybody who can see the video can pass the link on to somebody else. Anyone who knows the video’s link can place the video in a playlist, even a public playlist. This could make the video visible on other parts of YouTube, including the homepage.
Your video could appear elsewhere on the web if you or anyone who you shared the video with shares it more broadly. For example, if somebody with whom you share the video goes on to share the link through an email or posts it on a blog, then all the people who access that link will be able to view the video.
So, how do we get around this problem? At the moment in Youtube we can't, but we can do it with Vimeo!
Or, better said, we can do it with Vimeo+, the paid for version of Vimeo (U.S. $60/annum).
Please take a look at this video that explains how to do it in Moodle.
How To Embed Videos That Are Only Accessible Through Your Moodle Course
The problem with embedding or inserting links to Youtube's "Unlisted" videos in Moodle is that anybody who can see the video can pass the link on to somebody else. Anyone who knows the video’s link can place the video in a playlist, even a public playlist. This could make the video visible on other parts of YouTube, including the homepage.
Your video could appear elsewhere on the web if you or anyone who you shared the video with shares it more broadly. For example, if somebody with whom you share the video goes on to share the link through an email or posts it on a blog, then all the people who access that link will be able to view the video.
So, how do we get around this problem? At the moment in Youtube we can't, but we can do it with Vimeo!
Or, better said, we can do it with Vimeo+, the paid for version of Vimeo (U.S. $60/annum).
Please take a look at this video that explains how to do it in Moodle.
lunes, 16 de septiembre de 2013
Teaching with Technology - Part 2
Teaching with Technology - Weeks 2 and 3.
Blog ... Blog ..... Blog ........ Wiki .................!
The last couple of weeks I went over the videos about blogging methods and Wikis and realized that there are a couple of videos missing from this collection! They're the videos by Nellie, "Blogs or Wikis?" and "Vlogging as a way to Blog" (this only available as link to WizIQ). I've also included a video about Vlogging and a very good one "Blog vs. Wiki in the Classroom", by Jo Fothergill of Room 10, New Zealand.
With the contents of these videos under ones belt, anyone can become a Blogging, Vlogging, Wiki-ing Maniac!
Blogs or Wikis?
Using blogs as a way for teachers and students to develop personally and professionally.
http://youtu.be/nxTJM4L9WfA
http://youtu.be/dvCYWSCkmPo
http://youtu.be/jUpl8fTjqpw
Vlogging as a way to Blog!
A very good video by Jo Fothergil explaining how she uses both Blogs and Wikis in the Classroom.
Blog ... Blog ..... Blog ........ Wiki .................!
The last couple of weeks I went over the videos about blogging methods and Wikis and realized that there are a couple of videos missing from this collection! They're the videos by Nellie, "Blogs or Wikis?" and "Vlogging as a way to Blog" (this only available as link to WizIQ). I've also included a video about Vlogging and a very good one "Blog vs. Wiki in the Classroom", by Jo Fothergill of Room 10, New Zealand.
With the contents of these videos under ones belt, anyone can become a Blogging, Vlogging, Wiki-ing Maniac!
Blogs or Wikis?
Blogging for Personal and Professional Development
Working Smarter Instead of Harder- Blogs as Tools to Curate Knowledge
BLOGS are discussed as a way to share and
curate knowledge and best practice to push the professional in the
trenches to a higher level and avoid duplication of processes, thereby
making professionals more effective.
Blogging for Branding
Marketing is not just about what you're selling. It's also about who you are and what you can contribute.
Wikis for Collaborative Learning
Wiki can be used for personal and professional
learning environments (PLEs) and for collaborative learning
environments (CLEs). There are many kinds of Wikis (Wikispaces, PBworks
and Wikimedia).
Vlogging as a way to Blog!
A very good video by Jo Fothergil explaining how she uses both Blogs and Wikis in the Classroom.
miércoles, 4 de septiembre de 2013
Curso de Creación de MOOCs con Google Course Builder
Creación de MOOCs con Google Course Builder
Existen distintas herramientas disponibles para la creación de MOOCs, pero actualmente ninguna es tan potente como Course Builder de Google. Además de ser abierta, permite un total manejo de todas las piezas que ensamblan un curso desde su origen hasta su publicación. El alumno que termine el curso será capaz de crear su propio MOOC con Course Builder y publicarlo en la red, de manera que todos puedan acceder a sus unidades, lecciones, actividades y exámenes.
El curso consta de un primer examen de conocimientos básicos previos para saber en qué condiciones está el alumno antes de empezar. Ese examen de conocimientos básicos puede dar pistas a los alumnos de lo que se van a encontrar a lo largo del curso.
Completada Examen de conocimientos básicos previos
Unidad 1 - Que es un MOOC?
Unidad 2 - Introducción
Unidad 3 - Adaptando el curso a tu organización .
Unidad 4 - Creando el calendario de unidades y exámenes.
Examen de conocimientos hasta la fecha.
Unidad 5 - Creando tus lecciones para tus unidades.
Unidad 6 - Creando tus exámenes.
Examen Final del curso
La segunda unidad tratará sobre la adaptación del curso que estamos creando a una organización, a una imagen corporativa. Para finalizar con el proceso previo al puramente académico, crearemos el calendario de unidades y exámenes aún sin contenido. Al superar este último punto, se procederá a la realización de un examen para valorar los conocimientos adquiridos hasta este momento.
El siguiente paso es el realmente importante: Los contenidos. El alumno aprenderá a llenar de contenido la estructura anteriormente creada. Será capaz de crear sus propias lecciones y actividades y asociarlas a las unidades. Además, podrá generar exámenes para evaluar el conocimiento de sus futuros alumnos.
Por último, se evaluará el conocimiento del alumno en un examen final, que determinará las destrezas del alumno en la creación de sus cursos masivos con la herramienta Course Builder.
Enlaces relacionados con: Cómo crear un MOOC con Google Course Builder
Course Buider Intro Haga clic en CC en este video para instalar sub-títulos en español.
¿Qué es un MOOC?
¿Cómo se hace un MOOC?
Es un MOOC de cómo hacer MOOCs. El director del mismo es Ángel Hernández, analista del departamento de Ingeniería del Software de la UCAM, que lanza el primer curso de creación de MOOCs con Google Course Builder. Más info en: http://www.ucam.edu/estudios/mooc.
Existen distintas herramientas disponibles para la creación de MOOCs, pero actualmente ninguna es tan potente como Course Builder de Google. Además de ser abierta, permite un total manejo de todas las piezas que ensamblan un curso desde su origen hasta su publicación. El alumno que termine el curso será capaz de crear su propio MOOC con Course Builder y publicarlo en la red, de manera que todos puedan acceder a sus unidades, lecciones, actividades y exámenes.
El curso consta de un primer examen de conocimientos básicos previos para saber en qué condiciones está el alumno antes de empezar. Ese examen de conocimientos básicos puede dar pistas a los alumnos de lo que se van a encontrar a lo largo del curso.
Calendario
Completada Examen de conocimientos básicos previos
Unidad 1 - Que es un MOOC?
Unidad 2 - Introducción
Unidad 3 - Adaptando el curso a tu organización .
Unidad 4 - Creando el calendario de unidades y exámenes.
Unidad 5 - Creando tus lecciones para tus unidades.
La primera unidad esta centrada en introducir la herramienta de Google para familiarizarnos un poco con su estructura interna.
La segunda unidad tratará sobre la adaptación del curso que estamos creando a una organización, a una imagen corporativa. Para finalizar con el proceso previo al puramente académico, crearemos el calendario de unidades y exámenes aún sin contenido. Al superar este último punto, se procederá a la realización de un examen para valorar los conocimientos adquiridos hasta este momento.
El siguiente paso es el realmente importante: Los contenidos. El alumno aprenderá a llenar de contenido la estructura anteriormente creada. Será capaz de crear sus propias lecciones y actividades y asociarlas a las unidades. Además, podrá generar exámenes para evaluar el conocimiento de sus futuros alumnos.
Por último, se evaluará el conocimiento del alumno en un examen final, que determinará las destrezas del alumno en la creación de sus cursos masivos con la herramienta Course Builder.
Enlaces relacionados con: Cómo crear un MOOC con Google Course Builder
Course Buider Intro Haga clic en CC en este video para instalar sub-títulos en español.
¿Qué es un MOOC?
¿Cómo se hace un MOOC?
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