When assigning students to view videos as part of a flipped or blended classroom assignment, there are three questions to think about:
Are the students paying attention?
How do you get students to focus on the important pieces of the video?
Did they get out of the video what you wanted them to?
While there are huge benefits to students watching videos to gain information, merely watching them is too passive an activity to ensure that learning is always taking place. The question becomes how to make these learning opportunities become more active and engaging experience? This post looks at five different web-based tools for making student video viewing more engaging by providing viewers with not only opportunities to answer questions about the content of the video, but to make video viewing a much more dynamic learning activity. The slideshow below displays introductory videos and examples of EDpuzzle, hapyak, Educanon, blubbr, and Zaption.
A little over a year ago, I wrote a post about blubbr which would allow one to take clips from various YouTube videos and create questions about them. Well eduCanon takes that concept a step (or five) further. eduCanon was created in order to make the task of watching (and hopefully learning from) videos more of an active and engaging experience. Rather than passively letting the video play, students have to answer teacher-created questions in order to proceed with the video. Students are also unable to fast forward beyond what they have already viewed. Teachers can create video lessons using a variety of educational video sources including YouTube, Khan Academy, TeacherTube, Vimeo, Shmoop, and even upload their own screencasts. Teachers can create class rosters and then keep track of who has watched the assigned videos and how well they did with answering the questions. This is a great tool to use whether you are teaching in a Flipped or Blended classroom.
When GarageBand was updated to GarageBand 10, some of the intuitiveness was lost in that there was no longer a Podcast button for creating that type of audio file. While you can still create audio pods casts, you can not longer create enhanced podcasts. So, now that the students and teachers are using Mavericks, they are using GarageBand 10, and so will have to relearn navigating GarageBand in order to make audio files that can be uploaded to podcast sites like podbean, audioboom, or sound cloud. To that end, I have created a video tutorial and an a set of instructions that can be printed out that will help users transfer their skills and make the new GarageBand work for them. Enjoy!
Today, I go to the staff meeting at Mt. Ararat Middle School and one of the teachers sends me an email saying that he would like for his students to do some Khan Academy-style videos on how to do certain math problems. At his former school they had iPads and so used "Explain Everything" for this type of activity. Was there something like "Explain Everything" that could be done on a MacBook?I then remembered that one of the tools Richard showed us was PixiClip. PixiClip allows users to create and narrate drawings. It records not only the whiteboard you are drawing on, but can also capture your voice and possibly even video of you as you draw and narrate. Users can also upload pictures to the whiteboard to label. When you make a recording you can share it via social media like Facebook or Twitter, but you can also get the embed code to put into a web page, wiki, or blog. Click play on my example below.
There is so much to like about Google Classroom that it is easy to see why teachers are excited about getting their classrooms set up and going with this extremely easy to use learning management system. It is simple, easy to use, and because it is made by Google, it plays nicely with Google Drive. Setting up is as simple as creating a class and letting students enroll using a class code. Communication between the teacher and students is improved by allowing the teacher to create announcements with just a couple clicks, students are able to comment on the announcements and assignments, and there are ample opportunities for students and teachers to email one another.
Prior to Classroom, teachers would share documents with students. Often they would need to remind the students to make their own copy of the document, rename it with their student name, and then share it again with the teacher. While there were benefits to this, like teachers being able to view students work as they worked on it in real time, it was a bit of a hassle and sometimes created an organizational disaster area of the teacher's Google Drive. I think the best feature of Google Classroom is that if a teacher wants to assign students to complete a document that they have started in Google Doc or created a template for in Google Docs, they can have Google Classroom "Make a Copy for Each Student" when they create the assignment tied to that document. When this is done, each student will get to their own copy by clicking on the title of the assignment or be looking in their own Google Drive.
I could go on and on with how it works and how awesome it is, but there are a couple of well done videos that can show you all that.
Here are a couple links to pages that tell you what you can do with Google Classroom:
I recently accepted a position with MSAD#75 (Mount Ararat)
as their MS/HS Technology Integrator. It is and understatement to say the least that I am leaving behind some great colleagues and friends. That seems to be the toughest part of changing jobs. With that change, comes changes in how to contact me. Here are some ways to get in touch with me:
