ERIC #: EJ832253
Title: That's Infotainment!:
How to Create Your Own Screencasts
Authors: Kroski, Ellyssa
Publication Date: 2009-02-01
Pub Types: Journal Articles; Reports
- Descriptive
Journal Name: School Library Journal
Journal
Citation: v55 n2 p40-42 Feb 2009
Publisher: Reed Business Information.
360 Park Avenue South, New York, NY 10010. Tel: 646-746-6759; Fax:
646-746-6689; e-mail:
slj@reedbusiness.com; Web site:
http://www.schoollibraryjournal.com/ Abstract: Screencasts are videos
that record the actions that take place on the computer screen, most often
including a narrative audio track, in order to demonstrate various
computer-related tasks, such as how to use a software program or navigate
a certain Web site. All that is needed is a standard microphone and screen
recording software, which can be downloaded for free. In this article, the
author offers a few project ideas to get librarians thinking about the
types of screencasts they can create today. In addition, the author
outlines eight simple steps to create screencasts that can help teach
students and library patrons how to search library databases, find
homework help, research colleges, sign up for the summer reading program,
and more. (Contains 6 online resources.)
Descriptors: Video
Technology; Computer Uses in Education; School Libraries; Library
Instruction; Library Services; Instructional Materials; Material
Development
ERIC #: EJ749220
Title: Aim, Shoot, Ready! Future
Teachers Learn to Do Video
Authors: Hernandez-Ramos, Pedro
Publication Date: 2007-01-00
Pub Types: Journal Articles; Reports
- Descriptive
Journal Name: British Journal of Educational Technology
Journal Citation: v38 n1 p33-41 Jan 2007
Publisher: Blackwell
Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel:
781-388-8599; Fax: 781-388-8232; e-mail:
customerservices@blackwellpublishing.com; Web site:
http://www.blackwellpublishing.com/jnl_default.asp Abstract: This
paper describes an intensive 2-hr workshop designed to introduce
preservice teachers to digital video in the context of an instructional
technology course or as a stand-alone activity. Acknowledging time
constraints in most real-life instructional situations, this format takes
novices with no or very limited knowledge of video making to the point
where they have experienced most of the steps involved in crafting a
finished (though almost certainly unpolished) digital video. Conversations
introduce project-based collaborative learning as the pedagogical context
for digital video production, the value of supporting a sense of
creativity in students to promote deeper engagement with subject matter
through hands-on activities, and how to involve a variety of learning
modalities as opposed to predominantly passive reading and listening.
Possible extensions like time-lapsed video are discussed.
Descriptors:
Preservice Teachers; Learning Modalities; Creativity; Educational
Technology; Videotape Recordings; Workshops; Video Equipment; Cooperative
Learning; Student Projects; Experiential Learning; Active Learning
ERIC #: EJ799370
Title: Student Perspectives on
Videoconferencing in Teacher Education at a Distance
Authors: Gillies,
Donald
Publication Date: 2008-05-00
Pub Types: Journal Articles;
Reports - Research; Tests/Questionnaires
Journal Name: Distance
Education
Journal Citation: v29 n1 p107-118 May 2008
Publisher:
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street
Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940;
Web site:
http://www.tandf.co.uk/journals/default.html Abstract: This
article reports the findings of a small-scale study exploring student
views of the videoconference as a teaching and learning tool in teacher
education. The context of this study is a distance education course, run
primarily through videoconferencing, for prospective primary school
teachers. The use of videoconferencing in this area has not yet been the
subject of significant research and so the study aims to make a
contribution to the field. The study is part of an ongoing action research
project, aimed at improving the quality of the course in question. Taking
account of literature on the videoconference format in distance education,
the project used a questionnaire to gather student views of the perceived
effectiveness and value of videoconferencing, with a particular emphasis
on issues relating to teaching approaches and the active engagement of the
learner. The article highlights some key findings regarding the efficacy
of the format from a student perspective and raises some issues for future
pedagogical practice.
Descriptors: Action Research; Distance
Education; Teachers; Teaching Methods; Teleconferencing; Teacher
Education; Technology Uses in Education; Computer Mediated Communication;
Questionnaires; Educational Improvement; Languages; Interaction; Higher
Education
ERIC #: ED497424
Title: Back to the Future: The
Practicality of Using Microsoft NetMeeting for Effective Distance Tutoring
Authors: Legutko, Robert S.
Publication Date: 2007-06-27
Pub
Types: Reports - Research; Speeches/Meeting Papers
Journal Name:
Online Submission
Journal Citation: Paper presented at the Association
for the Advancement of Computing in Education (AACE) ED-MEDIA World
Conference on Educational Multimedia, Hypermedia & Telecommunications
(Vancouver, BC, Canada, Jun 27, 2007)
Publisher:
Abstract:
Background: The idea for attempting a distance tutoring project between
university tutors and elementary school students using Microsoft
NetMeeting was conceived: (a) to provide a new experience mentoring
children for university students pursuing a teaching certificate, (b) for
university students to utilize technology in pedagogy, (c) as an outreach
to elementary school students in need of academic assistance who may not
otherwise have access to such assistance (for instance, students in poorer
urban or rural school districts who do not have tutors), (d) to eliminate
off campus travel for university students to take part in a mentoring
opportunity, and (e) to utilize existing technology and keep project costs
to a minimum. Purpose: This research sought to inform participants on how
NetMeeting (the free Microsoft program that allows two or more computers
to communicate in a virtual meeting with file sharing, whiteboard, text
chat, audio, and video) can be an effective and practical means of
tutoring students at a distance whose computers still operate on Windows
98, 2000, or XP platforms. Discussion included ease of communication
between tutor/student, student academic progress, miscellaneous outcomes,
and initial systems/firewalls troubleshooting issues between the
university and the elementary school. Setting: University campus and
Catholic (Parochial) elementary school, January to May 2007. Study Sample:
Four university students served as one-on-one tutors for four elementary
students. The research design was qualitative. Findings: An adult was
required to be present to connect the elementary student with the college
tutor prior to and during each session. Telephone access must be available
to ensure that the student and tutor are present and that the connecting
technology is in working order. There must be communication between
parties in the morning of the distance tutoring session to ensure that the
tutoring session will take place. The video component of NetMeeting was
deemed unnecessary for distance tutoring. Headsets with microphones are
essential. Several successes were noted in student performance, including
using whiteboard and text chat functions for typing out spelling words;
reading current and future stories aloud; predicting plots of stories by
looking at pictures; and assisting with pronunciation of new words.
Conclusion: Implementing the distance tutoring project using NetMeeting
was a viable means for communicating between the university and elementary
school. Poorer schools with limited budgets would be able to utilize
NetMeeting to connect with colleges/universities in conducting similar
programs to assist elementary and/or secondary students with their studies
without needing to be in the same geographic area. Appended are: Technical
Terms and Abbreviations. (Contains 1 note.)
Descriptors: Elementary
School Students; College Students; Tutors; Tutoring; Mentors; Computer
Mediated Communication; Telecommunications; Outreach Programs; Computer
Peripherals; Grade 1; Grade 4; Grade 7; Grade 10; Spelling; Reading;
Academic Achievement; Time Management; Cost Effectiveness; Program
Effectiveness; Audio Equipment; Technology Uses in Education; Computer
Networks; Computer System Design; Computer Interfaces; Pilot Projects
ERIC Full-Text:
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ERIC #: EJ779019
Title: Investigating Student Attitudes toward
a Synchronous, Online Graduate Course in a Multi-User Virtual Learning
Environment
Authors: Annetta, Leonard; Murray, Marshall; Gull Laird,
Shelby; Bohr, Stephanie; Park, John
Publication Date: 2008-00-00
Pub Types: Journal Articles; Reports - Research
Journal Name:
Journal of Technology and Teacher Education
Journal Citation: v16 n1
p5-34 2008
Publisher: Association for the Advancement of Computing in
Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606;
Fax: 703-997-8760; e-mail:
info@aace.org; Web site:
http://www.aace.org
Abstract: This article describes a graduate distance education course
at North Carolina State University, which combined science content and
pedagogy with video game design. The course was conducted entirely in a
synchronous, online, Virtual Learning Environment (VLE) through the
ActiveWorlds[TM] platform. Inservice teachers enrolled as graduate
students in science education learned to construct video games as a
supplement to their science instruction. The ultimate objective of this
course was to advance student achievement and interest in science by
providing teachers with a viable source for integrating video game
technology into the curriculum. A case study design suggested positive
student attitudes toward course satisfaction. The implications of these
results suggest a positive avenue for technology integration in teacher
education that meets the growing demand for engaging students in all
content areas. (Contains 2 figures, 1 table and 1 note.) [This project was
funded by the North Carolina State Distance Education and Learning
Technologies Alliance.]
Descriptors: Graduate Students; Student
Attitudes; Video Games; Distance Education; Science Interests; Technology
Integration; Educational Technology; Science Instruction; Inservice
Teacher Education; Educational Games; Instructional Design; Hypermedia;
Game Theory; Virtual Classrooms
ERIC #: EJ799661
Title: The
Multicultural Society in the Netherlands: Technology-Supported
Inquiry-Based Learning in an Inter-Institutional Context
Authors:
Verbaan, Eddy
Publication Date: 2008-08-00
Pub Types: Journal
Articles; Reports - Evaluative
Journal Name: Teaching in Higher
Education
Journal Citation: v13 n4 p437-447 Aug 2008
Publisher:
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street
Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940;
Web site:
http://www.tandf.co.uk/journals/default.html Abstract: Since
2003, a collaborative teaching project 'The Multicultural Society in the
Netherlands' has been running with increasing levels of success. This
project links Dutch Studies students at Sheffield with students at
University College London to pursue a collaborative inquiry into issues of
migration and multiculturalism. Cross-institutional student groups use a
Virtual Learning Environment to prepare a joint report, including a number
of statements for discussion. The project culminates in a videoconference,
where each group chairs a discussion based on their background reading,
reports, and statements. This paper aims to share the experience gained in
inquiry-based learning in an inter-institutional project that uses
technology to facilitate collaboration. It shows not only some of the
advantages of a project like this, but it also highlights the need for
thorough student preparation, effective tutor moderation and a well
organised, aligned inter-institutional learning context.
Descriptors:
Inquiry; Active Learning; Cultural Pluralism; Foreign Countries; Program
Descriptions; Immigration; Institutional Cooperation; Educational
Environment; Interactive Video; Information Technology; Virtual
Classrooms; Course Descriptions; Tutors; Student Evaluation
ERIC
#: EJ786380
Title: English Teacher Learning for New Times: Digital
Video Composing as Multimodal Literacy Practice
Authors: Miller,
Suzanne M.
Publication Date: 2007-10-00
Pub Types: Journal
Articles; Reports - Descriptive
Journal Name: English Education
Journal Citation: v40 n1 p61-83 Oct 2007
Publisher: National
Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL
61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
http://www.ncte.org/journals Abstract: Suzanne Miller examines the
meaning of shifting notions of literacy for English education, drawing on
her work in a long-term digital video composing project and in an ELA
teacher education class to look at teachers' engagements with this newly
accessible multimodal literacy practice. She argues that English teachers
need support for new kinds of embodied multimodal learning in order to be
prepared for teaching students in 21st-century classrooms.
Descriptors: English Teachers; Educational Change; Information
Technology; Learning Modalities; Videotape Recordings; Language Arts
ERIC #: EJ812206
Title: Virtual Interaction through Video-Web
Communication: A Step towards Enriching and Internationalizing Language
Learning Programs
Authors: Jauregi, Kristi; Banados, Emerita
Publication Date: 2008-05-00
Pub Types: Journal Articles; Reports
- Research
Journal Name: ReCALL
Journal Citation: v20 n2 p183-207
May 2008
Publisher: Cambridge University Press. 100 Brook Hill Drive,
West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax:
845-353-4141; e-mail:
subscriptions_newyork@cambridge.org; Web site:
http://journals.cambridge.org/action/displayJournal?jid=REC Abstract:
This paper describes an intercontinental project with the use of
interactive tools, both synchronous and asynchronous, which was set up to
internationalize academic learning of Spanish language and culture. The
objective of this case study was to investigate whether video-web
communication tools can contribute to enriching the quality of foreign
language curricula, by facilitating a motivating virtual communication
environment for purposeful interaction between non native and native
speakers of Spanish to accomplish learning tasks. The project was carried
out between a class of twenty Spanish as foreign language students from
the University of Utrecht, The Netherlands, and a class of twenty Chilean
trainee Spanish teachers from the University of Concepcion, Chile.
Students interacted weekly, over two months, in dyads and small groups
making use of a video-web communication tool, "Adobe Connect." The
video-web communication tool enabled synchronous interactions, during
which participants could see each other while talking and sharing
audiovisual documents on-line. A blog was also used to promote
collaboration, reflection and exchange of ideas about issues raised during
the synchronous sessions. Qualitative data was collected through a
questionnaire, analysis of recordings of learners' interaction sessions
and the project blog. Results show a positive impact on motivation and on
learning outcomes, particularly regarding understanding of the use of
language in given contexts, and of cultural issues.
Descriptors:
Language Usage; Web Sites; Electronic Publishing; Second Language
Learning; Language Teachers; Foreign Countries; Spanish; Native Speakers;
Cultural Awareness; Computer Mediated Communication; Interactive Video;
Questionnaires; Learning Motivation; Outcomes of Education; Preservice
Teachers
ERIC #: ED501347
Title: Media Education and Video
Games: An Action-Research Project with Adolescents in an Out-of-school
Educational Context
Authors: Felini, Damiano
Publication Date:
2008-03-00
Pub Types: Reports - Research; Speeches/Meeting Papers
Journal Name: Online Submission
Journal Citation: Paper presented
at the International Conference on "Youth, Learning, and the Media"
(Zhejiang University - People's Republic of China) (Hangzhou, China, March
27-28, 2008)
Publisher:
Abstract: Background: The penetration of
video games in media consumption behaviors is statistically very
significant all over the world. Education and media education cannot
ignore this phenomenon, as it is so relevant for such a considerable part
of the population, especially youth. The application of media education
principles and goals to video games is very recent, because these
electronic media are relatively young, and because of some deeper
pedagogical and organizational reasons. In fact, media literacy has to
deal with the cultural prejudice that video games, considered just like
toys, don't deserve to become the subject of a discipline and to be
present in school curricula. Furthermore, media literacy activities about
video games require technological facilities, which are not necessarily
expensive, but which are not generally available in schools and
educational centers; last, these activities require staff with specific
video game skills, a background that teachers and educators usually lack.
Purpose: Design and experiment a course about video game literacy,
including the production of an action game by youth people. Test and
improve a new game-authoring software, expressed designed for an
educational use. Setting: Public Educational Youth Centers, between the
years 2007-2008. Research Design: Single Subject; Qualitative. Findings:
The possibility and usefulness of bringing popular culture into education,
developing in the adults attitudes of understanding and mediation, not of
censorship; The opportunity to develop critical thinking skills in youth,
by increasing knowledge and competence about video games; The benefits of
a teaching approach that integrates video game analysis and production;
and The usefulness of the collaboration among media producers, educators,
and researchers. Conclusion: Media education can be applied even in the
field of video games; in some way, we are going towards a "video game
literacy", inspired by the same well-known and accomplished philosophy.
(Contains 4 figures.)
Descriptors: Video Games; Teaching Methods;
Popular Culture; Media Literacy; Thinking Skills; Action Research;
Adolescents; Computer Software; Computer Software Evaluation;
Instructional Design; Technology Integration; Computer Assisted
Instruction; Curriculum Development; Critical Thinking; Foreign Countries;
Educational Principles; Attitudes; Youth Clubs; Educational Strategies;
Educational Games; Learning Activities; Instructional Materials;
Production Techniques
ERIC Full-Text:
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ERIC #: EJ769844
Title: Teaching Languages from a Distance
through Multipoint Videoconferencing
Authors: Acar, Ahmet
Publication Date: 2007-00-00
Pub Types: Journal Articles; Reports
- Descriptive
Journal Name: Foreign Language Annals
Journal
Citation: v40 n2 p311-319 Sum 2007
Publisher: American Council on the
Teaching of Foreign Languages. 700 South Washington Street Suite 210,
Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail:
headquarters@actfl.org; Web site:
http://www.actfl.org Abstract: The
most commonly used and discussed videoconferencing mode for teaching
languages from a distance is two-way simultaneous, or point-to-point,
videoconferencing. Applications of multipoint videoconferencing to
language classes, however, are not very common. This article aims to fill
that gap by presenting the technical and pedagogical dimensions of a pilot
project in teaching an introductory course in Turkish (102) via multipoint
videoconferencing, which was conducted among students at Syracuse
University, Cornell University and Colgate University. This study shows
how multipoint videoconferencing works for language classes and gives some
pedagogical pointers to language instructors who plan to use such a system
for the first time. Information is relevant to all languages. (This
article contains 2 endnotes.)
Descriptors: Introductory Courses; Pilot
Projects; Second Language Instruction; Second Language Learning; Teaching
Methods; Distance Education; Interactive Video; Turkish
