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Presentation Software

Presentation Software
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Improving student assessment The issue Effective assessment has greater bearing on successful learning than almost any other factor. Increasing student numbers are adding to marking workloads for staff and students express more dissatisfaction with assessment and feedback than with any other aspect of their learning experience, according to the National Student Survey (2011). How technology can help Technology can enable different, new and more immediate methods of assessment, helping to reduce staff workloads whilst improving the quality of assessment and feedback for students. Resources Looking ahead Our new Assessment and Feedback programme, which runs to August 2014, is focusing on large-scale changes in assessment practice supported by technology, with a view to delivering information on tangible benefits and transferable practice.

Prezi Un article de Wikipédia, l'encyclopédie libre. Prezi est un logiciel de présentation édité par la société hongroise éponyme, créé et lancé à Budapest en 2009. La société, qui emploie 200 salariés basés à Budapest, San Francisco et en Corée[1], revendique, depuis 2009, 50 millions d'utilisateurs à travers le monde. Histoire[modifier | modifier le code] L'outil est créé par Ádám Somlai-Fischer en 2009, avec la collaboration du professeur Péter Halácsy (Université polytechnique et économique de Budapest) et de l'entrepreneur Péter Árvai. En 2010, la startup est "saluée" par les organisateurs de Conférence TED et lève 14 millions de dollars en 2011 auprès d'Accel Partners, un fonds d'investissement américain. La même année, Prezi est repérée par Barack Obama qui intègre la startup au projet ConnectED au côté d'Apple, Microsoft et AT&T. Le 2 avril 2014 Prezi lance une version française[3]. Fonctionnement[modifier | modifier le code] Présentation[modifier | modifier le code]

Medicles: Bitesize Self-Assessment in Medicine Prezi, l’anti-PowerPoint, lance une version française Ce logiciel créé par une start-up hongroise propose une alternative aux traditionnelles diapositives et listes d'idées-clés. Une des alternatives les plus remarquées à la bonne vieille présentation PowerPoint est un logiciel créé par une start-up hongroise en 2009, Prezi. Déjà bien connu des plus geeks, le logiciel est disponible depuis le 2 avril en version française. Avec environ un million de clients (sur les 35 millions que compte Prezi dans le monde), la France est un marché important pour l’entreprise, tout comme le Canada francophone. Disponible sur desktop (PC et Mac), sur iPad et iPhone, Prezi propose de rendre les présentations plus attrayantes, plus faciles à concevoir, à conserver et à partager. Disponible en version gratuite sur le cloud, Prezi dispose également d’une offre payante (de 4,92 dollars par mois à 13,25 dollars) qui permet de télécharger un logiciel et de mieux personnaliser les documents créés.

Classroom 2.0 Enseigner avec Prezi pour dynamiser ses cours Très utiles pour illustrer un cours ou enrichir un exposé, les présentations type Powerpoint ne sont pas assez ludiques pour capter l'attention des élèves bien longtemps. Prezi est une alternative gratuite qui permet de dynamiser les présentations trop monotones. La majorité des enseignants a aujourd’hui remplacé les vieux rétroprojecteurs à transparents par des Powerpoint vidéoprojetés. Qu’est-ce que Prezi ? Prezi est une application permettant de créer des présentations dynamiques. Dans un « prezi« , il n’est pas question de diapositives. Exemple de « prezi » Prezi est disponible sur Internet, et nécessite donc une connexion pour être utilisé. Prezi est gratuit dans sa version la plus simple, qui propose 100 Mo d’espace de stockage. Fonctionnement de Prezi Après s’être inscrit sur le site de Prezi (de préférence avec son adresse académique pour obtenir la licence gratuite qui offre plus de mémoire de stockage), l’utilisateur peut immédiatement commencer à créer des présentations.

Case studies in social bookmarking - Empowering learners with social bookmarking Introducing social bookmarking with students Anne talks about the process for her and students to work out what new tools can provide and then how they can enrich the learning experience. Allowing ‘set up’ time initially to help students to familiarise with the tools is an important part of this process. <object type="application/x-shockwave-flash" data="applets/audio.swf? The social aspects of social bookmarking Students are using social bookmarking for tagging, collaborative research, sharing resources and some students are embedding the tools within their workplace practice. <object type="application/x-shockwave-flash" data="applets/audio.swf? Blending personal, professional and learning with social software The blurring of identities and networks between home, study and work is something that Anne’s students are beginning to acknowledge. <object type="application/x-shockwave-flash" data="applets/audio.swf? Links Back to top © Commonwealth of Australia 2008.

Taking the Learners and Technology Outdoors I began my career as an educator as an outdoor educator. Now I teach educational technology. Given both the ever increasing sedentary and indoor lives of kids and the advancement of technology, the time is ripe to combine the two. Current and recurring themes that guide my ideas about what constitutes a “good” education include: Learning should extend beyond the classroom walls.Outdoor education is good for students and adults.Mobile technology is engaging and interesting; and can create authentic and relevant learning experiences.Mobile learning should be just that – mobile. Moving Learning Beyond the Classroom Walls The Council for Learning Outside of the Classroom provides the following rationale for taking learning beyond the classroom walls: The Benefits of Outdoor Education A report from the National Wildlife Federation, Back to School: Back Outside, shows how outdoor education and time is connected with wide-ranging academic benefits including: 5 Ways to Take Technology Outdoors:

Teaching Using Google Glass and Apps Creating a platform to enable the fluid and continuous exchange of ideas and information. Can the use of devices such as Glass add pedagogical value (Video 1)? As a wearable computer, the Glass screen can be used to provide an educator with key or supplemental information during a talk, lecture, or discussion. It is also being used by instructors to demonstrate specific skills, interview experts, and allow students to view distant sites (such as CERN in Switzerland – a feature temporarily suspended due to poor user experience). Examples of these uses and more can be found on forums such as Google Glass in Education. Video 1: The VT Glass Story In this article, I argue that the value of Glass may not lie with the device per se, but in using the device in conjunction with Google Apps to create an integrated platform where information and ideas can be exchanged in a public or private setting. Figure 1: Screenshot of the Google+ Community Figure 2: Screenshot of the Google Drive Folder

Studies of e-portfolio implementation (videos and toolkit) Two online resources providing guidance on large-scale implementation of e-portfolio tools in UK further and higher education are available to supplement the 2008 JISC publication, Effective Practice with e-Portfolios The online resources, five video case-studies and an online toolkit for managers and practitioners, explore the issues, challenges and benefits of scaling up e-portfolio use across a university or college, and offer opportunities to explore the pros and cons of different approaches and methodologies. The e-Portfolio Implementation Toolkit The e-Portfolio Implementation Toolkit1 is the output from the JISC-funded e-Portfolio Implementation (ePI) study2 led by the University of Nottingham. Video case studies Five institutional case studies providing insights into the decision making around procuring, embedding and integrating e-portfolios across the curriculum are available to view below. Each video is available to download3. Video playlist Copyright Disclaimer Related resources

JOLT - Journal of Online Learning and Teaching Natalia V. Smirnova Instructor of English as a Second Language Department of Foreign Languages National Research University Higher School of Economics Saint Petersburg RUSSIA smirnovan@hse.ru Irina V. Introduction Presentation skills have gained attention both in higher education and among business trainers, as they constitute one of the core competencies of a professional (Linardopoulos, 2010; Raybould & Sheedy, 2005). Courses aimed at teaching oral presentation skills are traditionally conducted in a face-to-face environment, despite the remarkable growth of online learning that has occurred in higher education. This case study describes how the Department of Foreign Languages at the Saint Petersburg Campus of the National Research University Higher School of Economics used a learning management system (LMS) to improve students' academic presentation skills by developing their reflective learning skills. The Challenges in Delivering Communication Skills Training Online Table 1.

Constructing Learning Outcomes Learning outcomes explicitly state what we want students to know, understand, or be able to do as a result of completing their chosen course. Learning Outcomes Should : 1) Represent real goals Paul Ramsden suggests that, rather than describing facts or procedures, we should describe concepts that students need to understand as well as relations between those concepts. 2) Be clearly expressed so that their meanings are explicit 3) Place academic skills or personal learning in the context of the particular subject discipline Different disciplines have different understandings of common academic terms such as "critical thinking", "analysis", "communication skills". 4) Include a description of the kind of performances by which achievement will be judged (either within the outcome or in an associated set of assessment criteria) Susan Toohey suggests setting out the assessment tasks and the criteria by which these will be marked. 6) Be memorable and limited in number Further information

Selecting Technologies This page helps you choose among various technologies (not just LMSs) using two approaches: examples of learning outcomes, the kinds of learning activities that could achieve those outcomes, and how those activities could be supported by various learning technologies examples of the tools you may be interested in using and the types of activities and learning outcomes that are likely to be relevant. Table 1: Sample learning outcomes, rationales and activities The following table provides examples of learning outcomes, the kinds of learning activities that promote those outcomes, and how the activities could be supported by learning technologies. Table 2: Tools related to activities, and their contribution to learning outcomes The following table provides examples of the tools you may be interested in using and looks at the types of activities and learning outcomes that are likely to be relevant. See also on this section of the website:

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