TEL_survey_2012_final_ex_apps (application/pdf Object) Camtasia_Studio_7_Online_Help.pdf (application/pdf Object) 6 useful things Prezi can do (which even experienced users miss) I keep discovering new things about the presentation software Prezi.
Asking around, it seems lots of other users didn’t know about some or all of these either, so with that in mind I thought I’d draw your attention to 6 useful things. Got any more? Leave them in a comment… 1. Upgrade to the educational licence for free if you are a student or work for a University All you need to do is go to Upgrade on the Prezi site, and stick in your university email address (.edu or .ac.uk etc). Opening Pandora's box. Is Peer Input as Important as Content for Online Learning? Culture Digital Tools Teaching Strategies Flickr: Incase By Nathan Maton Back in 2001, MIT launched OpenCourseWare, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online to the world for free.
Today, Open Education Resources (OER) industry leaders are arguing that the free content is only the starting point. The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) — the key word being “massive,” as in drawing tens or hundreds of thousands of students. But at such a huge scale, what are the digital methods of teaching that work best? Lexdis - Ideas for e-Learning. Open Scholarship and Connected Learning – Alec Couros (@courosa) #pelc12. Alec Couros has been described as a ‘techno communist’, open the learning in his institution to anyone that cares to join by using web tools.
With current technology the documentation of learning is incredibly accessible and, Couros argues, incredibly important. Sharing examples of photographs documenting learning moments of his children, and students documenting their learning via YouTube videos, he argued that putting things out there before they are perfect is an important part of learning. These examples were all open and public on the webt, and openness is the key to much of his work. Alec has been runing MOOCs, massive online courses open to anyone. Some of his graduate students take these courses for credit towards their degrees, but they are joined by hundereds online.
The key questions he says are raised by his work are who controls knowledge, and how is knowledge controlled? Source: KossaK. Interactivity and British Library Sounds - Sound Recordings. Have you recently visited the new British Library Sounds website and tried out its new features?
The British Library Sounds website ( now has 50,000 sound tracks, all freely available for listening online. It represents the most diverse online collection of scholarly sounds anywhere, and now has improved interactive features, including tagging, favouriting, playlist generation and timed annotation features. Simply register on then those features are enabled. Registering allows you to make notes, add tags and personally manage items using favourites and playlists. An example of timed annotations is here: (& see the screen grab image below), but please do register yourself and add your own notes to other tracks.
JISC infoNet: e-Learning Programme support (786) 20 tips and resources for using learning technology in higher education. Allison Littlejohn, director of the Caledonian Academy, Glasgow Caledonian University Blended learning should transform learning, not just replicate teaching: Companies want graduates who can source, filter and use existing knowledge to create new knowledge, and the university is key to equipping students with these skills.
Yet we seldom see technology tools being used in radically new ways in HE. They are usually used to replicate lectures - think of websites or podcasts - rather than enabling students to learn in new ways. Cloudworks - JISC. Experiments - BBC - Lab UK - Virtual Revolution. Google generation rubuttal JISC. A report commissioned by Jisc and the British Library counters the common assumption that the ‘Google Generation’ – young people born or brought up in the Internet age – is the most adept at using the web.
The report by the CIBER research team at University College London claims that, although young people demonstrate an ease and familiarity with computers, they rely on the most basic search tools and do not possess the critical and analytical skills to assess the information that they find on the web. Journal article: critical review of "digital native" concept. Google First, Think Second « Endless Possibilities v3.0. A while ago I wrote a blog post about a molecule I was particularly fond of as part of a chemistry meme (May 2010 I will not name the molecule for reasons that will become clear later.
About 7 months later I noticed that my blog was getting a number of hits from people searching for the formula of the molecule in question, the synthesis and characterisation of which formed part of my laboratory course in spectroscopy. More to the point, those queries, coming from my university for the most part, were framed exactly like the questions that I’d written in the pre-laboratory exercise for the experiment.
OK, so what’s the big deal? Student use search engines to look up information for assignments. Well, actually that is a big deal. That sound fair enough though, doesn’t it?