www.monmouth.edu
Desire:
Record student presentations
Distribute to students individually
Quizk turn around time
Flip videos
extremely easy to use, small, USB portable
Process:
Adobe Creative Suite 3 and 4
take it through a media converter (flash to be viewable for more people)FLV
Insert with Dreamweaver Cfeate html file
Wedat (content or discussion)
WhayAdobe media encoder?
converts most video formats to flash
flash video very platform neutral
part of adobe creative suite
queue up mltiple videos for conversion
Use webdav to bulk upload files
Dreamweer
used to creaet simple html file with embedded video flv
part of adoe cerate suite
creates "wrapper" with player and controls
Realease conditions for indiviudals (or groups) video
can link with assessments i nd2l
can do feedbac
1. Record student presentations with Flip Camera
2. Convert videos to flv format with adobe media
3.Adobe media encoder
Drag files over to encoder Flash 8 and highter as the "preset" (keeps as default)
Start Quue
(Flash files are smaller)
Dreamweaver, insert flv (Skin 3)(auto rewind) (progressive download vdeo as video type)
Uploaded into d2l through webDAV (account manager, web support might have to set it up or turn it on)
Find URL for specific course (from tech support)
Find course offering path (copy it)
Go to my network places (goliath if on mac)
add a network place
next
choose another network address
Intenet or network address (from tech support with pasted address)
Go through all the passwords
Find file in manage files (just the flv file needs to linked to content)
TGhings to remember
most flip cams have recording time up to 1 hour
media encoder and dreamweer require liscenses
webadv
Monday, July 12, 2010
D2L Creating and Developing Assessible Course Materials
Sherry Lindquist NCTC
Ken Petri Ohio State University
Handout: http://accessibledesign.wikispaces.com
http://sherrylindquist.v2efoliomn.mnscu.edu
ABC's of Accessibility
1.Always choose a style
2.Be carefule of lists and tables
3.Caption and check
1.Word 2010 has more options
Don't use
Use headings for screen reader references (use the style icons). Change STYLE to default. Comic sans font is an easy font for many people with visibility/readability issues
Don't add your spaces manually
2.Tables are "nightmares" for people using screen readers.
Add captions graphics and tables so that non-visual users can determine thier mening/relevance
Make sure captio ns describe the meaning of the graphic or table and not what it looks ike
Give links uniquie, describptive names rather than "click here" or "more"
Use an accessiblity evaluation tol to check your content.
Click here must die--youtube video
It's not enough to design something that you think is accessible, you have to test it.
Non-visual desk top access gives you a preview to view your material as a reader would view it.
Bold, italic, size changes aren't necessarily helping those with visual
Wiki--
Reminder to faculty that a PDF of a scanned doc is a picture and a screen reader can't read it, use OCR.
Word 2010 and conversions to adobe acrobat pro -- problematic
Save as PDF
OPTIONS
Create bookmarks using
Headings
Make sure you put a title up on Document Properties otherwise a reader will read the file name which sometimes can be confusing. Also name your files appropriately with this knowledge.
Heading levels and proper mark-ups for lists. Table headers need scope.
www.w3.org/WAI/
http://projectone.cannect.org
Ken Petri Ohio State University
Handout: http://accessibledesign.wikispaces.com
http://sherrylindquist.v2efoliomn.mnscu.edu
ABC's of Accessibility
1.Always choose a style
2.Be carefule of lists and tables
3.Caption and check
1.Word 2010 has more options
Don't use
Use headings for screen reader references (use the style icons). Change STYLE to default. Comic sans font is an easy font for many people with visibility/readability issues
Don't add your spaces manually
2.Tables are "nightmares" for people using screen readers.
Add captions graphics and tables so that non-visual users can determine thier mening/relevance
Make sure captio ns describe the meaning of the graphic or table and not what it looks ike
Give links uniquie, describptive names rather than "click here" or "more"
Use an accessiblity evaluation tol to check your content.
Click here must die--youtube video
It's not enough to design something that you think is accessible, you have to test it.
Non-visual desk top access gives you a preview to view your material as a reader would view it.
Bold, italic, size changes aren't necessarily helping those with visual
Wiki--
Reminder to faculty that a PDF of a scanned doc is a picture and a screen reader can't read it, use OCR.
Word 2010 and conversions to adobe acrobat pro -- problematic
Save as PDF
OPTIONS
Create bookmarks using
Headings
Make sure you put a title up on Document Properties otherwise a reader will read the file name which sometimes can be confusing. Also name your files appropriately with this knowledge.
Heading levels and proper mark-ups for lists. Table headers need scope.
www.w3.org/WAI/
http://projectone.cannect.org
D2L - Misc. Bells and Whistles Resources
Places to Find Videos
YouTube
TeacherTube
Mainly Video Lectures posted by instructors
In Plain English
Explains technical concepts very simply
This American Life
PBS
Authorstream
Narrated and Silent PowerPoint Presentations
MonkeySee
How-To Videos
eHow
How-To Videos
Snagfilms
Video Documentaries
Hulu
TV, Movies, and other videos
Veoh
TV, Movies, and other videos
Truveo
TV, Movies, and other videos
FedFlix
A collection of nearly 2000 films produced by the US government during the 20th Century
National Geographic Video
University Multimedia Sites
Google Video
Extensive list of video resources from About.com
SCREENJELLY
What is Screenjelly?
Screenjelly records your screen activity with your voice so you can spread it via Twitter or email.
Use it to quickly share cool apps or software tips, report a bug, or just show stuff you like.
To start recording, click on the red button. No need to install or download anything!
OTHER RESOURCES
Dabbleboard - Onlne Whiteboard
FreePlayMusic.com - Royalty-Free Music Clips
wallwisher.com
checkitout.com
makeuseof.com
What2Learn (W2L) 4 categories
Check out these sites to find royalty-free images:
•Free downloadable photos:
◦ http://www.sxc.hu
◦ http://www.morguefile.com/
◦http://www.fontplay.com/freephotos/
◦http://www.ideas.wisconsin.edu/imageideas.cfm•Free downloadable animated graphics: http://www.gifs.net/gif/
•Microsoft Clipart (also has many photos): http://office.microsoft.com/en-us/clipart/default.aspx
****VOICETHREAD Note to self: this would be good to use as a windows and mirrors exorcise as students can "leave a voice comment" and their picutre comes up next to the main video
C box (like discussion board though, I'm not sure the advantage to using it over db)
ispring
Free Audio Resources on the Web:
•Free downloadable music clips (can be used alone or in conjunction with an instructor created file)
◦http://www.freeplaymusic.com
◦http://www.royaltyfreemusic.com/free-music-resources.html
•If you want to record your own audio files, Audacity is a free, easy-to-use audio editor and recorder for Windows, Mac OS X, GNU/Linux, and other operating systems. Downloading the software to your computer takes just a few steps.
◦Free tutorials are available for Audacity:
■http://www.youtube.com/watch?v=IC3VZkfdgV8
■http://www.guidesandtutorials.com/audacity-tutorial.html
■http://www.how-to-podcast-tutorial.com/17-audacity-tutorial.htm
•Information about podcasting compiled at UW-Madison: http://engage.doit.wisc.edu/podcasting/
YouTube
TeacherTube
Mainly Video Lectures posted by instructors
In Plain English
Explains technical concepts very simply
This American Life
PBS
Authorstream
Narrated and Silent PowerPoint Presentations
MonkeySee
How-To Videos
eHow
How-To Videos
Snagfilms
Video Documentaries
Hulu
TV, Movies, and other videos
Veoh
TV, Movies, and other videos
Truveo
TV, Movies, and other videos
FedFlix
A collection of nearly 2000 films produced by the US government during the 20th Century
National Geographic Video
University Multimedia Sites
Google Video
Extensive list of video resources from About.com
SCREENJELLY
What is Screenjelly?
Screenjelly records your screen activity with your voice so you can spread it via Twitter or email.
Use it to quickly share cool apps or software tips, report a bug, or just show stuff you like.
To start recording, click on the red button. No need to install or download anything!
OTHER RESOURCES
Dabbleboard - Onlne Whiteboard
FreePlayMusic.com - Royalty-Free Music Clips
wallwisher.com
checkitout.com
makeuseof.com
What2Learn (W2L) 4 categories
Check out these sites to find royalty-free images:
•Free downloadable photos:
◦ http://www.sxc.hu
◦ http://www.morguefile.com/
◦http://www.fontplay.com/freephotos/
◦http://www.ideas.wisconsin.edu/imageideas.cfm•Free downloadable animated graphics: http://www.gifs.net/gif/
•Microsoft Clipart (also has many photos): http://office.microsoft.com/en-us/clipart/default.aspx
****VOICETHREAD Note to self: this would be good to use as a windows and mirrors exorcise as students can "leave a voice comment" and their picutre comes up next to the main video
C box (like discussion board though, I'm not sure the advantage to using it over db)
ispring
Free Audio Resources on the Web:
•Free downloadable music clips (can be used alone or in conjunction with an instructor created file)
◦http://www.freeplaymusic.com
◦http://www.royaltyfreemusic.com/free-music-resources.html
•If you want to record your own audio files, Audacity is a free, easy-to-use audio editor and recorder for Windows, Mac OS X, GNU/Linux, and other operating systems. Downloading the software to your computer takes just a few steps.
◦Free tutorials are available for Audacity:
■http://www.youtube.com/watch?v=IC3VZkfdgV8
■http://www.guidesandtutorials.com/audacity-tutorial.html
■http://www.how-to-podcast-tutorial.com/17-audacity-tutorial.htm
•Information about podcasting compiled at UW-Madison: http://engage.doit.wisc.edu/podcasting/
D2L - Let the Students Express Themselves
Let the Students Express Themselves; Using Regular Expressions in D2L Quizzing.
Ruth Kinder
Ohio State University
(419)995-8854
Do they have to provide exactly the response you intended? or can you do partial?
These codes cause the built in regular expression engine to read through a short answer or fill-in-the-blan responses in very specific ways and make a match to all, a portion, or no match at all
Credit can then be assigned based on the level or amount of match
You don't have to give up on automated scoring and grade "by hand".
Regex
What matters most
*Specific characters or sumbols used
*Super important what order you put the answers in (building from highest priority to
lowest)
*The searching operation reuqested
*Termination of the search to save processing
Brackets [ ] take either [Ll]emon\b
*? Doesn't matter what comes next
\b Has to start with
"RegexBuddy software (real time translator, tutor, and tester, very effective inexpensive software which highlights and translates as you try to code) http://www.regexbuddy.com
for demos, tutorials, and download"
\w anything you put I'll give you zero
Ruth Kinder
Ohio State University
(419)995-8854
Do they have to provide exactly the response you intended? or can you do partial?
These codes cause the built in regular expression engine to read through a short answer or fill-in-the-blan responses in very specific ways and make a match to all, a portion, or no match at all
Credit can then be assigned based on the level or amount of match
You don't have to give up on automated scoring and grade "by hand".
Regex
What matters most
*Specific characters or sumbols used
*Super important what order you put the answers in (building from highest priority to
lowest)
*The searching operation reuqested
*Termination of the search to save processing
Brackets [ ] take either [Ll]emon\b
*? Doesn't matter what comes next
\b Has to start with
"RegexBuddy software (real time translator, tutor, and tester, very effective inexpensive software which highlights and translates as you try to code) http://www.regexbuddy.com
for demos, tutorials, and download"
\w anything you put I'll give you zero
D2L Key Note - Dr Stuart Brown
National Institution for Play.
Play + Science = Transformation
Play belongs as a public health measure, yet many adults view it as something leftover after everything else is done.
Play signals - builds trust
Neuroscience that develops--new connections occur regaularly through play
Deep heritage of play is embedded into all of us
Play and risk together. Calculated. Train for the unexpected. Do a few things beyond the norm.
Play is self-directed. Self-motivated.
Object play.
Book recommendation: Frank Wilson's "The Hand" Hand-brain activity
Natural Curiousity
Pretend Real Play and Secret Spaces of Childhood ("fort")
Adults spend their life somewhere between pretend and real time
Social Play (Parallel Play)Creates a sense of community and belonging (attachment).
Bullying is not play.
Trust, belonging, optimism, and increasing mastery are biproducts of play.
Play creates a sense of community and belonging.
Deprevity of play leads to altered behaviors. (social competency is affected)
Impulses are there.
Celebratory Play.
Ritual Play.
Aesthetic Play
Narrative Play
Master Teachers incorporate good storytelling/narrative play into the classroom and learning engagement.
Many of us have lost in adulthood the ability to recognize play signaling.
Consequences of NOT PLAYING.
Absence of Empathy
Rigidity
Interpersonal Conflict
Joylessness
Addictions
Dimished Curiousity
Workaholism
Oppisite of Play is Depression
the opposite of play is not "work", it's depression.
Work and Play are not opposites, they should go hand and hand
If you aren't playing in life you are going against your natural design
Play and love are connected at the deepest level.
If we played more we might pay attention better to that around us.
Empathy develops through play.
Play + Science = Transformation
Play belongs as a public health measure, yet many adults view it as something leftover after everything else is done.
Play signals - builds trust
Neuroscience that develops--new connections occur regaularly through play
Deep heritage of play is embedded into all of us
Play and risk together. Calculated. Train for the unexpected. Do a few things beyond the norm.
Play is self-directed. Self-motivated.
Object play.
Book recommendation: Frank Wilson's "The Hand" Hand-brain activity
Natural Curiousity
Pretend Real Play and Secret Spaces of Childhood ("fort")
Adults spend their life somewhere between pretend and real time
Social Play (Parallel Play)Creates a sense of community and belonging (attachment).
Bullying is not play.
Trust, belonging, optimism, and increasing mastery are biproducts of play.
Play creates a sense of community and belonging.
Deprevity of play leads to altered behaviors. (social competency is affected)
Impulses are there.
Celebratory Play.
Ritual Play.
Aesthetic Play
Narrative Play
Master Teachers incorporate good storytelling/narrative play into the classroom and learning engagement.
Many of us have lost in adulthood the ability to recognize play signaling.
Consequences of NOT PLAYING.
Absence of Empathy
Rigidity
Interpersonal Conflict
Joylessness
Addictions
Dimished Curiousity
Workaholism
Oppisite of Play is Depression
the opposite of play is not "work", it's depression.
Work and Play are not opposites, they should go hand and hand
If you aren't playing in life you are going against your natural design
Play and love are connected at the deepest level.
If we played more we might pay attention better to that around us.
Empathy develops through play.
Saturday, April 10, 2010
Wednesday, April 7, 2010
To Bonnie From Minnesota with Love
This is for our friend Bonnie who's in California recuperating from partial knee replacement surgery. I just wanted to let you know that we were thinking of you and hoping for a speedy recovery. Here's some Minnesota tunes for you to listen to when you're feeling down or bored.
Playlist created through playlist.com
Playlist created through playlist.com
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