Video In Your Classroom: Tips for Filming and Editing Whether you’re recording your own practice for self-reflection, or putting together a student lesson to “flip” your class, here are tips for making sure you capture and produce great material: Keep the camera still. The action in your shot should be what the camera films. With the exception of a little panning and tilting to keep the subject in frame, let the camera be a quiet observer. A shaky or constantly zooming camera is a huge distraction from the teaching message.
Developing your digital literacies This resource set is for: students and staff in further and higher education and all those supporting their development of digital capabilities Resources from the projects to support the development of students and (mainly) teaching staff self-assessment tools/tests derived from clear definitions of digital literacy/capability/fluencyOCN accredited courses for staff (Blended Online Learning Delivery) and students (Online Skills for Learners) developed by the WORDLE project: register for free via the moodle site or request as a zip file to reuse and repurpose locallyThe Knowledge Hub at the University of Cardiff helps staff and students to identify which digital tools can support which common academic tasks ALT ocTEL (Open Course in Technology Enhanced Learning) includes input from the Developing Digital Literacies programme in the module on Understanding Learners' Needs) Notes towards an open course on Digital Literacies from the DIAL project at UAL.
PD For Teachers - What The Education Experts Know Teaching Channel Teams was developed based upon research related to the effective use of video and online tools for professional learning. At a recent symposium funded by the National Science Foundation, Teaching Channel brought together leading experts in these fields to discuss this research and the implications it has for 21st century professional learning. During the symposium, we took the opportunity to interview each of the panelists, asking them to comment on five key themes. Learn About the Research Explore the five themes. Hear what the experts have to say about the research related to using video and online learning to improve teacher practice and lift student achievement.
video-planning-home A goal without a plan is just a wish. – Antoine de Saint-Exupéry Producing a video can be a time consuming and potentially very expensive process, whether you are doing it yourself or employing an external supplier. Image by Jisc. Q&A with Pat Wasley: How Video is Redefining Teacher Development Video is redefining how teacher development happens for many education organizations, creating personalized, professional learning experiences and an evidence base of improving teacher practice. In this Expert Spotlight Q&A, Teaching Channel CEO Pat Wasley explains why the use of video is so powerful, and describes how it is being used effectively. Pat has been a public school administrator, a researcher, a university professor and a dean of both the Bank Street Graduate School of Education and the University of Washington College of Education. Along the way, she has worked in a variety of roles to understand how to prepare and support teachers as they develop an ever-growing and sophisticated repertoire of approaches for working with children. The Questions What are some of the major barriers to teacher growth?
Social media tips and tools FutureLearn is a social learning environment at its heart. To get the most out of it we recommend that you fill out your learner profile and add a photo so that other learners can get to know you a bit better. And did you know you can ‘follow’ other learners that you find interesting so you can find their comments more easily? There are also lots of other great social media services on the web that some educators might recommend you use to get more out of your course. Danielson Group » The Framework loading... The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility:
The BOLT Project During the BOLT project a number of smaller projects were completed in order to gleam learning points which would prove useful insights into the challenges faced around the embedding of Technology Enhanced Learning (TEL) in an organisation. Each of these projects and their key learning points are detailed below: Health and safety in agriculture This project identified key issues relating to: New Harvard Toolkit Supports Using Video to Refine Practice As many of you know, at Teaching Channel we regularly develop videos to show examples of classroom practices and showcase a collection of techniques. However, what you might not be as familiar with is our philosophy of using video to reflect on and refine practice. As such, we wanted to share with you our video-based coaching cycle which provides a process for using video in a plan-do-study-act cycle of learning. That is, a way to try a new practice in your classroom, capture video of implementation, and evaluate the impact on student’s learning. In that same vein, the Center for Education Policy Research (CEPR) at Harvard University published two great resources to inform learning using video.
Blended learning Embedding blended learning into the Leeds Curriculum is a Student Education Strategic Priority. The Strategy is currently being updated and will be published in Semester 1 2013-2014. The University of Leeds defines blended learning as"a considered and appropriate mixture of face-to-face interaction, carefully designed online course materials and tools, and enhanced contact with a wider distributed learning environment through relevant technologies. Opportunities are presented for developing communication and collaborative approaches. The effective integration of these elements provides exceptional and inspirational teaching in a research-led context.
Observation Challenge: Seeing the Invisible (Part Three of Three) Editor’s Note: This is Part 3 of a three-part Observation Exercise. Each exercise is a stand alone experience — do one or all three. Join in now! This third exercise is aimed at challenging us to really look beneath the surface. Watching Ms. Brewer will help us uncover how a master teacher takes something complex and makes it look so easy. Understanding your data The issue Most commentators agree that over 90% of the data ever created has been generated in less than the past two years, and that trend is only set to increase. Education-oriented organisations focus on retaining students, delivering effective learning experiences and delivering mandated reports on such activities. Today the bulk of this data derives from activity data - about what is actually done, rather than what someone has stated. What you can do Recognise what is possible and plan accordingly
Observation Challenge: What Do You See (Part Two of Three) Editor’s Note: This is Part 2 of a three-part Observation Exercise. Each exercise is a stand alone experience — do one or all three. Join in now! What are the students doing? How are they doing it? tivity data - delivering benefits from the data deluge Activity data is the record of human actions in the online or physical world that can be captured by computer. The analysis of such data leading to 'actionable insights' is broadly known as 'analytics' and is part of the bigger picture of corporate business intelligence. In global settings (such as Facebook), this data can become extremely large over time – hence the nickname of 'big data' – and is therefore associated with storage and management approaches such as data warehousing. This executive overview offers higher education decision-makers an introduction to the potential of activity data – what it is, how it can contribute to mission-critical objectives – and proposes how institutions may respond to the associated opportunities and challenges. Should we care? In 2010, The Economist published its special report on managing information: data, data everywhere.