"When might using Prezi instead of a slideshow add to the learners understanding and educational experience?"
Each type of situation I identified has a science topic example.
Thursday, August 12, 2010
Web 2.0 Tools for Presentation
I was intrigued by last week's class discussion on Prezi and have thought a lot about when Prezi would be helpful for a science instructor. This presentation tries to answer the question
Each type of situation I identified has a science topic example.
Each type of situation I identified has a science topic example.
Wednesday, August 11, 2010
Exploring "Distance Education"
Let’s start by defining some terms. Broadly speaking, distance education is learning that is delivered to students who are not physically present or ‘on site’. While distance education has been around for many years, largely as correspondence courses, recent technology advances, computers and the internet has led to an explosion of distance learning opportunities. Most large public institution of higher learning now offer at least some courses online or by other distance delivery systems and are planning on expanding their distance education opportunities over the coming years. Under the umbrella of distance education many over-lapping terms exist.
• E- learning seems to have many different definitions. Most broadly, it can be thought of as education delivered by electronic media. Usually it is considered to occur online via computer and web-based technologies and is comprised of all forms of electronically supported learning and teaching. It can be self paced or instructor led.
• Online learning could be defined as education that occurs via computer and is delivered via the internet or web-based technologies.
• Hybrid Learning combines face-to-face instruction with distance educational approaches.
• A Blended learning approach may be the same as hybrid by might also apply cellular or Smartphones, videoconferencing or other approaches to supply the face to face component.
• CBT or computer based training.
• Web-based learning is essentially the same as e-learning. Delivery methods include computer-based learning, virtual classrooms and digital collaboration. The Internet, intranet/extranet, audio or video tape, satellite TV.
• Correspondence education is conducted through the mail and may consist of written materials or electronic media such as CDs or DVDs.
• Distributed learning in distance education is a model in which learning occurs independent of place and time
• Flexible Learning tries to provide students with choices about the learning process and is usually characterized by mixed delivery methods.
• Open learning (open courses, open coursework) Open learning is a teaching method that is supposed to allow pupils self-determined, independent and interest-guided learning. It might be distance or face-to-face instruction.
Synchronous and Asynchronous Instruction
Distance education can be delivered with synchronous or asynchronous technologies or a blend of both. Synchronous delivery requires the learners and instructor (or learners and other learners to be present ‘virtually’ at the same time. Examples of synchronous instructional methods are web-based VoIP (voice over internet), telephone, videoconferencing, web conferencing, direct-broadcast satellite , Internet radio, and Live streaming.
Asynchronous delivery means that the learner can access the material at his or her convenience. The instructor and the learners do not have to be on-line or otherwise ‘virtually present’ for instruction to be delivered. Examples of asynchronous materials are audiocassettes/CDs, e-mail, message boards or forums, voice mail, videocassette/DVD, on-demand streaming and mail.
Learning management systems such as BlackBoard or Moodle can be used for both synchronous and asynchronous instruction and provide a framework for the instructor to organize materials.
Role of the Instructor in Distance Education
To further survey the concepts involved in distance education, I entered twelve definitions of distance education (found online) into a word cloud tool (Wordle).
Surprisingly, I found that most of the words that appeared in the word cloud did not have to do with technology, but were words that might always be expected to be prominent in educational thought. Instructors still devise the organization and delivery of instruction and facilitate the learning process.
Learners in distance education might need additional help with technology to enable self learning. In addition, distance learners likely have a greater need to be provided with good organization and feedback in the absence of physical cues present in face-to-face instruction.
• E- learning seems to have many different definitions. Most broadly, it can be thought of as education delivered by electronic media. Usually it is considered to occur online via computer and web-based technologies and is comprised of all forms of electronically supported learning and teaching. It can be self paced or instructor led.
• Online learning could be defined as education that occurs via computer and is delivered via the internet or web-based technologies.
• Hybrid Learning combines face-to-face instruction with distance educational approaches.
• A Blended learning approach may be the same as hybrid by might also apply cellular or Smartphones, videoconferencing or other approaches to supply the face to face component.
• CBT or computer based training.
• Web-based learning is essentially the same as e-learning. Delivery methods include computer-based learning, virtual classrooms and digital collaboration. The Internet, intranet/extranet, audio or video tape, satellite TV.
• Correspondence education is conducted through the mail and may consist of written materials or electronic media such as CDs or DVDs.
• Distributed learning in distance education is a model in which learning occurs independent of place and time
• Flexible Learning tries to provide students with choices about the learning process and is usually characterized by mixed delivery methods.
• Open learning (open courses, open coursework) Open learning is a teaching method that is supposed to allow pupils self-determined, independent and interest-guided learning. It might be distance or face-to-face instruction.
Synchronous and Asynchronous Instruction
Distance education can be delivered with synchronous or asynchronous technologies or a blend of both. Synchronous delivery requires the learners and instructor (or learners and other learners to be present ‘virtually’ at the same time. Examples of synchronous instructional methods are web-based VoIP (voice over internet), telephone, videoconferencing, web conferencing, direct-broadcast satellite , Internet radio, and Live streaming.
Asynchronous delivery means that the learner can access the material at his or her convenience. The instructor and the learners do not have to be on-line or otherwise ‘virtually present’ for instruction to be delivered. Examples of asynchronous materials are audiocassettes/CDs, e-mail, message boards or forums, voice mail, videocassette/DVD, on-demand streaming and mail.
Learning management systems such as BlackBoard or Moodle can be used for both synchronous and asynchronous instruction and provide a framework for the instructor to organize materials.
Role of the Instructor in Distance Education
To further survey the concepts involved in distance education, I entered twelve definitions of distance education (found online) into a word cloud tool (Wordle).
Surprisingly, I found that most of the words that appeared in the word cloud did not have to do with technology, but were words that might always be expected to be prominent in educational thought. Instructors still devise the organization and delivery of instruction and facilitate the learning process.
Learners in distance education might need additional help with technology to enable self learning. In addition, distance learners likely have a greater need to be provided with good organization and feedback in the absence of physical cues present in face-to-face instruction.
Sunday, August 8, 2010
Web 2.0 Tools for Reflection, Feedback and Networking
1. Name of the Tool
Google groups
2. URL of the Tool
http://groups.google.com/
3. Please select the one, primary category for this tool:
Social-Networking
4. Please describe this tool.
Google Groups creates a site for a group of users to communicate and collaborate online. Several different functions are available in Google groups. The site supports discussion threads, documents can be uploaded to the site, and web pages can be created and archived at the site. A group can be public, a group that anyone can view or join, or private, limited to the members invited by the administrator(s).
Several features are available to allow users to follow discussion threads more easily. New posts can be fed directly to the members’ mailboxes and read there so the users do not have to check the group site to keep up to date on what is going on in the group website. Users may “star” individual discussion threads (up to 200!) and track the “starred” threads in a central location. Public groups and discussion threads are incorporated in the Google Search engine which allows users to find groups that are discussing their interests. Users can post ratings for individual posts. Finally, Google Groups includes an archive of Usenet newsgroup postings that goes back to 1981.
Web pages for the groups can be edited by multiple group members increasing the collaborative nature of the tool. Users can share documents by uploading them to the group site.
Basically, group members can have permissions that allow sharing of many Goggle apps, emails, documents, web pages through a central location.
Google Groups has a short introductory tour at http://groups.google.com/intl/en/googlegroups/tour3/index.html#?lnk=hptt.
But you can find a more imaginative overview of Google Groups capabilities on YouTube at
http://www.youtube.com/watch?v=29n6xm1dLiI
5. What do you need to know before using this tool?
General computer and internet skills.
6. What do you need to have before using this tool?
Computer with internet connection.
7. How do you use this tool?
and
8. Please create an example with this tool and either embed in your blog or submit the URL.
Please click on the link below for an instructional screencast covering how to set up a Google Groups account, how to set up your own group, and an example of a Google Group.
http://screencast.com/t/YjgyNzhl
9. Please describe a scenario of how you might use this tool in a teaching environment .
http://voicethread.com/share/1267228/ Try this link if the VoiceThread doesn't work
13/14. Advantages and disadvantages
The advantages of Google Groups have been discussed above. Briefly, the groups provide a great discussion forum, a place for students and teachers to exchange information and post information and class resources. Google groups can provide students and teachers with information shared by other groups. The site can be restricted (not public), and can provide a place for students to work collaboratively.
On the disadvantage side, I found that using the search engine to Google Groups for groups and information was very inefficient. For example a search for teacher forum and distance education” brought up more than 11 pages of sites and discussion threads, many of which were advertisements. Using education as a search term brought up more than 17,000 hits, many of which were “inappropriate”.
Google groups
2. URL of the Tool
http://groups.google.com/
3. Please select the one, primary category for this tool:
Social-Networking
4. Please describe this tool.
Google Groups creates a site for a group of users to communicate and collaborate online. Several different functions are available in Google groups. The site supports discussion threads, documents can be uploaded to the site, and web pages can be created and archived at the site. A group can be public, a group that anyone can view or join, or private, limited to the members invited by the administrator(s).
Several features are available to allow users to follow discussion threads more easily. New posts can be fed directly to the members’ mailboxes and read there so the users do not have to check the group site to keep up to date on what is going on in the group website. Users may “star” individual discussion threads (up to 200!) and track the “starred” threads in a central location. Public groups and discussion threads are incorporated in the Google Search engine which allows users to find groups that are discussing their interests. Users can post ratings for individual posts. Finally, Google Groups includes an archive of Usenet newsgroup postings that goes back to 1981.
Web pages for the groups can be edited by multiple group members increasing the collaborative nature of the tool. Users can share documents by uploading them to the group site.
Basically, group members can have permissions that allow sharing of many Goggle apps, emails, documents, web pages through a central location.
Google Groups has a short introductory tour at http://groups.google.com/intl/en/googlegroups/tour3/index.html#?lnk=hptt.
But you can find a more imaginative overview of Google Groups capabilities on YouTube at
http://www.youtube.com/watch?v=29n6xm1dLiI
There are 4 Google Groups at UT Medical School, and 4 at Baylor College of Medicine
5. What do you need to know before using this tool?
General computer and internet skills.
6. What do you need to have before using this tool?
Computer with internet connection.
7. How do you use this tool?
and
8. Please create an example with this tool and either embed in your blog or submit the URL.
Please click on the link below for an instructional screencast covering how to set up a Google Groups account, how to set up your own group, and an example of a Google Group.
http://screencast.com/t/YjgyNzhl
9. Please describe a scenario of how you might use this tool in a teaching environment .
- Class Website - Google Groups would make a great class website for schools who do not have a dedicated BlackBoard/Moodle type of software/server space. Google Groups fulfills many of the same functions. Documents such as syllabi, readings, resources, etc. could be available in the “Documents” section. Discussion threads could be used as student forums. The “Pages” function could be a place where students could work individually or collaboratively on assignments. Essentially this would function as a simple Moodle website with the added convenience of class web pages for students to work on collaborative projects.
- Student Communication - Another great use of this website is discussed in this interview with today’s guest speaker, Phillip Gray.
http://voicethread.com/share/1267228/ Try this link if the VoiceThread doesn't work
- Sharing ideas with other instructors - There are a number of Google Groups for Educators to share ideas and problems. Here is a well established Group with lots of educational discussion.
13/14. Advantages and disadvantages
The advantages of Google Groups have been discussed above. Briefly, the groups provide a great discussion forum, a place for students and teachers to exchange information and post information and class resources. Google groups can provide students and teachers with information shared by other groups. The site can be restricted (not public), and can provide a place for students to work collaboratively.
On the disadvantage side, I found that using the search engine to Google Groups for groups and information was very inefficient. For example a search for teacher forum and distance education” brought up more than 11 pages of sites and discussion threads, many of which were advertisements. Using education as a search term brought up more than 17,000 hits, many of which were “inappropriate”.
Saturday, July 31, 2010
Web 2.0 Tool for Collaboration
For module 4, “Tools for Communication”, we made a VoiceThread presentation entitled “Meeting the Needs of ‘Virtual’ Learners”.
1. Name of the Tool and Tool category
We used several Web 2.0 tools, Google Wave, Google Docs and VoiceThread. Goggle Wave is useful for Communication, Collaboration and Networking. Google Docs is useful for creating Collaborative Presentations or other Collaborative documents. VoiceThread is a tool that is useful for Communication, Collaboration Networking/Social Interaction and creating collaborative Presentation.
2. URL of the Tools
https://wave.google.com/
http://docs.google.com/
http://voicethread.com/#home
3. Using the Tools and Collaborating to develop a VoiceThread presentation.
A total of 3 people assisted in preparing a VoiceThread presentation entitled “Meeting the Needs of ‘Virtual’ Learners”. This presentation addresses the questions "What special needs does a distance learner have?” and “What specific skills does a teacher need in an online environment to meet the needs of students?"
We met virtually using Google Wave to discuss the presentation. Using Google Wave one can create a discussion thread that allows participants to post ideas and comments. The discussion can be conducted real-time like a chat function, or participants can add comments anytime that can be read later. In addition, the wave accepts media such as image files and maps and allows links to other sites to be embedded within the discussion thread. The wave contains many formatting tools for the texts and old posts can be edited and changed later. Waves can be made public or only available to invited participants.
5. Uses, Advantages and Disadvantages
1. Name of the Tool and Tool category
We used several Web 2.0 tools, Google Wave, Google Docs and VoiceThread. Goggle Wave is useful for Communication, Collaboration and Networking. Google Docs is useful for creating Collaborative Presentations or other Collaborative documents. VoiceThread is a tool that is useful for Communication, Collaboration Networking/Social Interaction and creating collaborative Presentation.
2. URL of the Tools
https://wave.google.com/
http://docs.google.com/
http://voicethread.com/#home
3. Using the Tools and Collaborating to develop a VoiceThread presentation.
A total of 3 people assisted in preparing a VoiceThread presentation entitled “Meeting the Needs of ‘Virtual’ Learners”. This presentation addresses the questions "What special needs does a distance learner have?” and “What specific skills does a teacher need in an online environment to meet the needs of students?"
We met virtually using Google Wave to discuss the presentation. Using Google Wave one can create a discussion thread that allows participants to post ideas and comments. The discussion can be conducted real-time like a chat function, or participants can add comments anytime that can be read later. In addition, the wave accepts media such as image files and maps and allows links to other sites to be embedded within the discussion thread. The wave contains many formatting tools for the texts and old posts can be edited and changed later. Waves can be made public or only available to invited participants.
Click this link for a YouTube presentation on Wave capabilities and use. http://wave.google.com/about.html
We used Wave to discuss what topics we would include in our presentation and to write a “rough draft” of what we would say during our VoiceThread.
Our presentation was first created in Google Docs. Google Docs allows you to create documents using Google online programs for word processing, spreadsheets, presentations, etc. Many templates are available for common tasks. Alternately you can upload existing documents in a number of different file formats including DOC, XLS, ODT, ODS, RTF, CSV, PPT. Google Docs is easy to use. Just create an account and start working. The editing toolbar is familiar so there is practically no learning curve. The great thing about Google Docs is that the documents are sharable so they encourage collaboration. You send invitations to people you want to be able to view or edit the documents.
Click this link for a YouTube presentation on getting started with Google Docs.
There are many other community created YouTube instructional videos at this site to guide a new user through specific tasks.
We created our Voice thread presentation in Google Docs. The presentation was moved between Google Docs and PowerPoint several times during the preparation process and was finally downloaded to PowerPoint for conversion to a jpg format.
The jpg presentation was uploaded to VoiceThread, and after a brief in-class meeting for instructional purposes we added our audio/video and written comments to the VoiceThread independently. This VoiceThread presentation and link were then embedded in this blog.
4. View our VoiceThread here by clicking the link or by clicking the play button within the VoiceThread screen.
http://voicethread.com/share/1260593/
5. Uses, Advantages and Disadvantages
All three of these tools were very user friendly and can be used by anyone familiar with the Microsoft Office suite with virtually no learning curve. They could be used for any collaborative student projects. A great advantage is their flexibility: so many file formats are accepted, so many tools are provided. The programs can be used for arranging meetings, or as we did discussing the project and creating the project.
On the down side, I found Goggle Wave and Google Docs unresponsive and sluggish. Scrolling through the Wave was slow and required lots of patience. I could not print the whole Wave for use in recording the VoiceThread, only the portion visible on the screen at any one time.
I had the same problem editing the presentation in Google Docs. There was frequently a delay while I waited for the visuals to reflect my changes. I tried several different computers but the problem was not solved. In the end I found it easier to work in PowerPoint and then move the presentation into Google Docs.
VoiceThread was great! User-friendly! Even for a novice at video/audio recording VoiceThread was simple. Even the video/audio quality was adequate, considering I was using the integral webcam and microphone on my netbook.
Thursday, July 22, 2010
Web 2.0 Tools for Critical Thinking and Problem Solving
1. Name of the Tool
Webspiration
2. URL of the Tool
http://www.mywebspiration.com/
3. Please select the one, primary category for this tool:
Creativity, Thinking/Problem Solving Tool, but is also a collaboration tool and creates interesting visuals for presentations
4. Please describe this tool in your own words in about 250 words.
Webspiration is an online program for creating visual representations of processes and relationships. Using Webspiration, you can create bubble diagrams, flow charts, concept maps, process flows. In addition, Webspiration contains templates for making written outlines for planning, study guides, papers, reports, etc. The two formats, written and visual, are integrated, so your work can be switched between the two formats automatically.
Webspiration includes a number of templates to help the user(s) get started or to provide ideas. Many of the templates are situation specific, for example, there are templates for organizing ideas to generate scientific hypotheses. This template contains fillable boxes that contain prompts to suggest ideas to the user.
Another template example for showing concept relationships.
Many editing tools are available to change the appearance of the document. The document is stored on the Webspiration server and are secure. Documents can be downloaded as a Microsoft® Word document, or as Google Docs™
Documents can be worked on collaboratively. Invitations are sent to collaborators via email and collaborators have access and editing rights to the document(s).In addition, other people can be invited to view but not have editing rights. Documents can be worked on simultaneously by multiple users. Webspiration automatically switches documents between active and inactive states if two users are working at the same time so that the edits do not conflict. Up to 25 people can work on a document at one time. There is a chat function so that users can converse at the same time they are editing documents.
Webspiration is currently being offered in a free Public Beta version, and user feedback is being requested. Currently no date has been set for end of the beta test, but eventually a subscription price will be charged. An Beta version for classrooms is set to launch in the Fall of 2010.
5. What do you need to know before using this tool?
The tool is user-friendly, but takes some practice to learn and use efficiently. Webspiration would be difficult for a novice computer user to pick up quickly. Competence with word processing or presentation programs would be very helpful in learning Webspiration.
6. What do you need to have before using this tool?
Computer with internet connection.
7. How do you use this tool?
1. Go to the Webspiration website at http://www.mywebspiration.com/.
2. Click the sign-up button and create a free account by entering a valid email address, creating a password and supplying minimal personal information (name, organization and occupation).
3. Once an account is created, or the user logs in a Launch screen opens. Several options are available. New documents can be created by clicking on one of the options, Diagram, Outline, or Templates buttons. Previously created documents can be opened using the Open button.
4. A new window opens with examples and templates. Clicking on an example or template opens a preview of that template in the right hand window (blue box). Previously created documents can also be accessed with the Document tab (red box).
5. You can also access the Help function from the Launch page or from the create documents page.
6. For a written explanation of how to create documents, go to:
http://www.ehow.com/how_5972037_create-graphic-organizer-using-webspiration.html
For a great YouTube video with an example of creating documents, go to:
http://www.youtube.com/watch?v=1S-rBfW-dXA
Or view my example and scenario below in the teaching example.
8. Please create an example with this tool and either embed in your blog or submit the URL.
See above and below.
9. Please describe a scenario of how you might use this tool in a teaching environment (about 500 words).
Courses for graduate students in biomedical sciences are often taught by a group of professors who each deliver one or more lectures. Webspiration would be a terrific tool for course planning. The course director would create an outline and send invitations to all other lecturers who could fill in their part of the outline. Planning meetings for course organization could be done remotely. Each participant could alter the outline on his or her own schedule, or groups could meet online and work together.
Webspiration documents can be hyperlinked to one another, so each instructor can create outlines for their own lecture(s) and hyperlink them to the original document. Instructors can also create other Webspiration documents that could be hyperlinked to the outlines for individual lectures. During the class session, students can be invited as viewers and can access the important documents for the whole course.
click here for screencast: http://screencast.com/t/ZDBkNTEwYTYt
For additional examples:
http://mywebspiration.com/classroom-examples/educators
10. What are the advantages of using this tool in a teaching environment?
11. What are the disadvantages of using this tool in a teaching environment?
Webspiration
2. URL of the Tool
http://www.mywebspiration.com/
3. Please select the one, primary category for this tool:
Creativity, Thinking/Problem Solving Tool, but is also a collaboration tool and creates interesting visuals for presentations
4. Please describe this tool in your own words in about 250 words.
Webspiration is an online program for creating visual representations of processes and relationships. Using Webspiration, you can create bubble diagrams, flow charts, concept maps, process flows. In addition, Webspiration contains templates for making written outlines for planning, study guides, papers, reports, etc. The two formats, written and visual, are integrated, so your work can be switched between the two formats automatically.
Webspiration includes a number of templates to help the user(s) get started or to provide ideas. Many of the templates are situation specific, for example, there are templates for organizing ideas to generate scientific hypotheses. This template contains fillable boxes that contain prompts to suggest ideas to the user.
Another template example for showing concept relationships.
Many editing tools are available to change the appearance of the document. The document is stored on the Webspiration server and are secure. Documents can be downloaded as a Microsoft® Word document, or as Google Docs™
Documents can be worked on collaboratively. Invitations are sent to collaborators via email and collaborators have access and editing rights to the document(s).In addition, other people can be invited to view but not have editing rights. Documents can be worked on simultaneously by multiple users. Webspiration automatically switches documents between active and inactive states if two users are working at the same time so that the edits do not conflict. Up to 25 people can work on a document at one time. There is a chat function so that users can converse at the same time they are editing documents.
Webspiration is currently being offered in a free Public Beta version, and user feedback is being requested. Currently no date has been set for end of the beta test, but eventually a subscription price will be charged. An Beta version for classrooms is set to launch in the Fall of 2010.
5. What do you need to know before using this tool?
The tool is user-friendly, but takes some practice to learn and use efficiently. Webspiration would be difficult for a novice computer user to pick up quickly. Competence with word processing or presentation programs would be very helpful in learning Webspiration.
6. What do you need to have before using this tool?
Computer with internet connection.
7. How do you use this tool?
1. Go to the Webspiration website at http://www.mywebspiration.com/.
2. Click the sign-up button and create a free account by entering a valid email address, creating a password and supplying minimal personal information (name, organization and occupation).
3. Once an account is created, or the user logs in a Launch screen opens. Several options are available. New documents can be created by clicking on one of the options, Diagram, Outline, or Templates buttons. Previously created documents can be opened using the Open button.
4. A new window opens with examples and templates. Clicking on an example or template opens a preview of that template in the right hand window (blue box). Previously created documents can also be accessed with the Document tab (red box).
5. You can also access the Help function from the Launch page or from the create documents page.
6. For a written explanation of how to create documents, go to:
http://www.ehow.com/how_5972037_create-graphic-organizer-using-webspiration.html
For a great YouTube video with an example of creating documents, go to:
http://www.youtube.com/watch?v=1S-rBfW-dXA
Or view my example and scenario below in the teaching example.
8. Please create an example with this tool and either embed in your blog or submit the URL.
See above and below.
9. Please describe a scenario of how you might use this tool in a teaching environment (about 500 words).
Courses for graduate students in biomedical sciences are often taught by a group of professors who each deliver one or more lectures. Webspiration would be a terrific tool for course planning. The course director would create an outline and send invitations to all other lecturers who could fill in their part of the outline. Planning meetings for course organization could be done remotely. Each participant could alter the outline on his or her own schedule, or groups could meet online and work together.
Webspiration documents can be hyperlinked to one another, so each instructor can create outlines for their own lecture(s) and hyperlink them to the original document. Instructors can also create other Webspiration documents that could be hyperlinked to the outlines for individual lectures. During the class session, students can be invited as viewers and can access the important documents for the whole course.
click here for screencast: http://screencast.com/t/ZDBkNTEwYTYt
For additional examples:
http://mywebspiration.com/classroom-examples/educators
10. What are the advantages of using this tool in a teaching environment?
- Students can brainstorm with one another on projects when not physically together
- The nature of the tool (visual representations) encourages creative thought
- The ability to hyperlink documents allows interconnected concepts or plans to be expanded and detailed
11. What are the disadvantages of using this tool in a teaching environment?
- While relatively user-friendly, Webspiration requires some study to become skilled at its use.
- Webspiration will soon be a subscription service, rather than a free web 2.0 tool.
Sunday, July 18, 2010
Web 2.0 Tools for Creativity and Innovation
1. Name of the Tool
Jing
2. URL of the Tool
http://www.jingproject.com/
3. Please select the one, primary category for this tool:
Jing is a creativity tool, but can also act as a powerful communication tool as well as being useful for generating media for embedding in presentations.
4. Please describe this tool .
Jing is a bit different from other Web 2.0 tools in that it is actually software that is downloaded to your computer rather than a web tool. However it has characteristics of other Web 2.0 tools in that Jing created images are usually stored online and easily sharable; Jing is free and easy to use. Jing is a product of TechSmith, a company that provides screen capture and recording software for both individual and commercial use. Jing is their simplest and free software. At the most basic level, Jing captures screenshots of your computer screen. What makes it unique from the ‘Print Screen’ capture function of the computer is that Jing can capture video images as well as still images, Jing has a simple edit function that allows capture of specific portions of the screen rather than the entire screen, and audio can be added to the images.
When screenshots are captured with Jing they appear in a new window that allows simple editing. Text can be added to explain parts of the image. A highlighting tool can be used to highlight or draw attention to specific regions.
After edit, the captures can be saved as a file to your computer, copied and pasted into another document, or saved at a web hosting site. Jing’s parent company, TechSmith provides a hosting site for these files, Screencast. Screencast accounts are free and supply 2GB storage space and 2GB bandwidth. If captures are stored at Screencast, a link is instantly supplied so that the captures can be immediately shared.
Presentations about Jings capabilities and tutorials can be downloaded from the Jing website at
http://help.jingproject.com/jing-presenter-materials-for-e/
Jing can be upgraded to Jing Pro for only $14.95/year. Upgrading adds webcam capabilities, removal of Jing branding on captures, can instantly upload to YouTube, and adds more powerful video capabilities with reduced file sizes.
5. What do you need to know before using this tool?
Basic computer and internet skills.
6. What do you need to have before using this tool?
A computer with internet access.
7. How do you use this tool?
1. Download the Jing program to your computer. Go to the Jing website and click the download button.
2. After accepting the use agreement, the program will be downloaded and a simple tutorial will open in your screen.
3. Do the tutorial. It takes less than two minutes and teaches everything you need to know to use the program.
4. The first time you use the program you will need to start it manually. Click the start button, go to all programs, go to TechSmith, click ‘Jing’.
5. A translucent yellow ball will appear in the top center of your screen. It will appear there automatically after the first use of Jing.
• Use the ‘+’ button to capture your screen.
• Use the button with pictures of slides to show your capture history.
• Use the gear button to get help.
7. To capture a screen, click the ‘+’ button and use the opened tool to select the part of the screen to be captured.
8. After selecting the area to be captured a small menu opens.
• The area can be captured as a still.
10. If a video is chosen, a new menu opens with ‘start’, ‘stop’ and ‘resume’ functions for recording the video. Audio can be added simultaneously with a microphone.
11. After either still or video capture, choose between several options for saving the capture.
example
See an additional example in teaching scenario below.
A terrific tutorial on how to use Jing can be found at http://www.youtube.com/watch?v=nmBUg0KX3fI
9. Please describe a scenario of how you might use this tool in a teaching environment.
Jing has been widely used as an educational tool. Several links below give additional ideas on how to use Jing in an educational setting.
https://wiki.itap.purdue.edu/display/INSITE/Jing, A great website with both ideas and How-tos.
http://www.jingproject.com/users/, Ideas from the Jing people.
http://blog.jingproject.com/, The Jing blog - lots of ideas and trouble-shooting from users
http://web20toolsforteaching.blogspot.com/2009/10/jing.html, The overview and 'getting started portions from the Jing website plus some ideas.
Jing
2. URL of the Tool
http://www.jingproject.com/
3. Please select the one, primary category for this tool:
Jing is a creativity tool, but can also act as a powerful communication tool as well as being useful for generating media for embedding in presentations.
4. Please describe this tool .
Jing is a bit different from other Web 2.0 tools in that it is actually software that is downloaded to your computer rather than a web tool. However it has characteristics of other Web 2.0 tools in that Jing created images are usually stored online and easily sharable; Jing is free and easy to use. Jing is a product of TechSmith, a company that provides screen capture and recording software for both individual and commercial use. Jing is their simplest and free software. At the most basic level, Jing captures screenshots of your computer screen. What makes it unique from the ‘Print Screen’ capture function of the computer is that Jing can capture video images as well as still images, Jing has a simple edit function that allows capture of specific portions of the screen rather than the entire screen, and audio can be added to the images.
When screenshots are captured with Jing they appear in a new window that allows simple editing. Text can be added to explain parts of the image. A highlighting tool can be used to highlight or draw attention to specific regions.
After edit, the captures can be saved as a file to your computer, copied and pasted into another document, or saved at a web hosting site. Jing’s parent company, TechSmith provides a hosting site for these files, Screencast. Screencast accounts are free and supply 2GB storage space and 2GB bandwidth. If captures are stored at Screencast, a link is instantly supplied so that the captures can be immediately shared.
Presentations about Jings capabilities and tutorials can be downloaded from the Jing website at
http://help.jingproject.com/jing-presenter-materials-for-e/
Jing can be upgraded to Jing Pro for only $14.95/year. Upgrading adds webcam capabilities, removal of Jing branding on captures, can instantly upload to YouTube, and adds more powerful video capabilities with reduced file sizes.
5. What do you need to know before using this tool?
Basic computer and internet skills.
6. What do you need to have before using this tool?
A computer with internet access.
7. How do you use this tool?
1. Download the Jing program to your computer. Go to the Jing website and click the download button.
2. After accepting the use agreement, the program will be downloaded and a simple tutorial will open in your screen.
3. Do the tutorial. It takes less than two minutes and teaches everything you need to know to use the program.
4. The first time you use the program you will need to start it manually. Click the start button, go to all programs, go to TechSmith, click ‘Jing’.
5. A translucent yellow ball will appear in the top center of your screen. It will appear there automatically after the first use of Jing.
6. Hover the mouse over the yellow ball and three buttons will appear.
• Use the ‘+’ button to capture your screen.
• Use the button with pictures of slides to show your capture history.
• Use the gear button to get help.
7. To capture a screen, click the ‘+’ button and use the opened tool to select the part of the screen to be captured.
8. After selecting the area to be captured a small menu opens.
• The area can be captured as a still.
• A video can be recorded.
• Or the image can be discarded.
9. If a still image is chosen a new window will open that contains some simple edit functions, and choices for saving the file.
10. If a video is chosen, a new menu opens with ‘start’, ‘stop’ and ‘resume’ functions for recording the video. Audio can be added simultaneously with a microphone.
11. After either still or video capture, choose between several options for saving the capture.
- The capture can be saved as a file to your computer.
- The capture can be copied and pasted directly to another document.
- The capture can be saved on the Screencast hosting site. If this option is chosen, a URL is instantly created that can be pasted into any document, blog, email, etc.
8. Please create an example with this tool.
example
See an additional example in teaching scenario below.
A terrific tutorial on how to use Jing can be found at http://www.youtube.com/watch?v=nmBUg0KX3fI
9. Please describe a scenario of how you might use this tool in a teaching environment.
Jing could be used to create webcasts for online learning units that could be accessed anytime by students to review instruction. For example, an online learning unit could be created to teach students how to make charts and graphs in Excel. Several webcasts describing and showing the creation of charts could be embedded within the instruction to give students concrete examples of how to perform the task. I have created a model of this instruction using Jing.
Let’s say for example, that your lab has generated some mice with a mutation in a specific gene. Some data documenting the growth of these mice has been gathered and you want to create a line graph of this data using Excel. Click on the link below to view a video of how to use Excel to make the line chart.
Jing has been widely used as an educational tool. Several links below give additional ideas on how to use Jing in an educational setting.
https://wiki.itap.purdue.edu/display/INSITE/Jing, A great website with both ideas and How-tos.
http://www.jingproject.com/users/, Ideas from the Jing people.
http://blog.jingproject.com/, The Jing blog - lots of ideas and trouble-shooting from users
http://web20toolsforteaching.blogspot.com/2009/10/jing.html, The overview and 'getting started portions from the Jing website plus some ideas.
10. Advantages
- SHOW and tell
- YouTube upload
- Create on demand tutorials
- Very simple to learn and use
- Flexible saving and storage options
- Simple edit functions instantly available
11. Disadvantages
- No video editing
- 5 minutes limit on recording
- You must download the program to your computer.
Since Jing requires a program download it does not fit a formal description of a Web 2.0 tool. However its usefulness, ease of use and the instantly sharable nature of the program output make Jing merit inclusion in a list of very useful tools for distance and traditional educational settings.
Saturday, July 10, 2010
Web 2.0 Tools for Communication
1.Name of the Tool
edmodo
2.URL of the Tool
2.URL of the Tool
http://www.edmodo.com/
3.Primary category for this tool.
Edmodo is primarily a communication tool, but can be used as a collaborative, networking and feedback tool as well.
4.Please describe this tool in your own words.
Edmodo is intended as a tool for teachers and their students to communicate with one another. The teacher opens an account on the free edmodo site and issue invitations to their students or other teachers to create their own account and to participate at the class site. The teacher can give assignments, send 'alerts' (short messages containing updates, information, etc), or upload documents to a class 'library'. In addition, the tool supplies a function for conducting simple polls, a calendar function for lesson or semester planning, a gradebook function, and mobile networking options.
Students can submit assignments online and the teacher can grade assignments and homework, post the grades in a gradebook, and communicate grades to the students. Teacher reviews of the gradebook function say that it has enabled them to conduct virtually paperless classes.
Students can also post to the site and discuss class projects, assignments, etc. Thus, the site also provides a networking/brainstorming function for the students.
5.What do you need to know before using this tool? (What skills do you need to have?)
Essentially nothing! This site is incredibly user-friendly. A teacher with only basic computer and internet skills could set up an account and a site for their class in less than 5 minutes.
6.What do you need to have before using this tool? (Resources)
Access to a computer with internet connection for both teacher and students.
7.How do you use this tool?
1. The teacher opens a free account at the edmodo site.
Click on the 'I'm a Teacher' button on the edmodo homepage and fill in the information requested (name, email address, user name and password.
2. The teacher clicks on the 'create' link and chooses a name for the class site. From here the educator can also send invitations to students or other teachers. Invited teachers can also send alerts, give, assignments, use the gradebook and calendar functions and conduct polls.
3. The creation of the account generates a code that the teacher can supply to their students and to other teachers which allow them to create an account themselves and to access the class site that the teacher creates. The students create an personal account on the edmodo site created by the teacher and access the class website by using the teacher-supplied account code.
Students can personalize their accounts by addition of avatars or photos. In addition, students can contribute to the class site via posts.
8.Please create an example with this tool and either embed in your blog or submit the URL.
If you would like to explore this website, I have opened a teacher account and created a class site (You're so Far Away...). You may log on as a student using the code 'jvg4ff'. Alternately, if you send me an email I will invite you as a teacher and you can edit the site yourself. Below is a screenshot of the class website homepage.
9.Please describe a scenario of how you might use this tool in a teaching environment.
This tool seems most suited for a class that meets frequently and has many assignments to complete. It is a great tool for both educator and students to organize and access information and assignments. In general, the site is directed toward middle and high school education.
However, for medical or graduate education, the site would provide a place to post lecture notes, a network for students, and a way for students to readily communicate with their teachers. It would likely be most useful for classes in the first year of medical/graduate education in which the didactic content of the course is very high. For example, all medical students and most biomedical graduate students take Biochemistry in their first year. This course always contains a huge amount of information that needs to be memorized. The edmodo site could supply a library of lecture notes and supplemental material that would be freely accessible to students. In addition, students could post
questions to one another or the professor.
10.What are the pros and cons of this pool in a teaching environment?
The pros of this web tool are:
1. Its extraodinary ease of use. Even relative beginners can create a class site within minutes.
2. The page layout is similar to websites that are likely familiar to students such as Facebook.
3. The site is private. Its use can be restricted to a single class of learners.
4. File sharing is very easy.
5. An accessible library of files and reference materials is created for the learners and educators.
6. Teacher reviews say that the technical support at the site is excellent.
7. The mobile features (iPhone and Droid aps) increase accessibility and connectivity. Student questions and discussion can be received anytime and anyplace.
8. Students can share ideas and conduct online discussion with other students in the class.
9. The teacher can communicate with individual students privately, or with the class as a whole.
1. Its extraodinary ease of use. Even relative beginners can create a class site within minutes.
2. The page layout is similar to websites that are likely familiar to students such as Facebook.
3. The site is private. Its use can be restricted to a single class of learners.
4. File sharing is very easy.
5. An accessible library of files and reference materials is created for the learners and educators.
6. Teacher reviews say that the technical support at the site is excellent.
7. The mobile features (iPhone and Droid aps) increase accessibility and connectivity. Student questions and discussion can be received anytime and anyplace.
8. Students can share ideas and conduct online discussion with other students in the class.
9. The teacher can communicate with individual students privately, or with the class as a whole.
Cons of this web tool are:
1. Students must have access to a computer with internet to participate in the class fully.
2. The mobile features (iPhone and Droid aps) increase accessibility and connectivity. Is it really necessary to be available to students and discussion 24 hours a day?
3. The tool seems relatively simple compared to a tool like Moodle. For example, it does not allow for an extensive a discussion format. It is often described in reviews as 'mini-blogging'.
Subscribe to:
Posts (Atom)