Today’s class will meet in the digital lab and complete our final projects using Sway. Students will then create one final blog post to showcase their Sway.
This final post should have a catchy title, featured image, brief intro to their lesson and use Sway’s “Visual Link” to to provide a connection to their Sway lesson from the post. See example of Peter’s Sway capture here.
Note: after you click “Get Visual Link” you will have the entire visual link (image and text) on your clipboard. Just create an insertion point on your new blog post and paste. You will see the image thumbnail and text. The visual link will simply capture the beginning text of your Sway. You can edit that once it’s been inserted into the new blog post.
A few more Sway housekeeping items.
1. Make sure you have properly cited all content in your Sway. Could be done right at the doc or as endnote list.
2. When you are finished, export your Sway as a PDF and upload to TaskStream for your final assessment. 3. Check the settings for the Sway and make sure you agree with them. 4. Use the “Accessibility Checker” to see what accommodations can be made. For example: identifying hyperlinks and providing visually impaired visitors alternative text for images.
4. Be sure your Sway includes “Lesson Designed by your name” and has a hyperlink back to the your author listing. The link is on the “Student Roster” Page. A “Control” or right click will get you the link to all your posts. (18A-1 through 18-A10)
The industrial revolution of the late 19th century produced economic “winners and losers” as it transformed American society from a traditional agricultural economy to a modern industrial power.
The period between the Civil War and WWI saw tremendous industrial and commercial expansion. Throughout the 19th century, Americans had faith in the idea of progress, and many people viewed this economic growth as evidence of the superiority of the American system. But while increased production did improve the general standard of living, industrialization concentrated wealth and power in the hands of a few “captains of industry.”
For the millions of Americans who worked in the new factories and mines this economic revolution meant long hours, low wages and dangerous working conditions. As new technologies and economic growth impacted every aspect of American society, it created both new opportunities and greater social divisions between rich and poor.
Edtech guru, Kathy Schrock defines screencasting as “the capture of the action on a computer screen while you are narrating. Screencasts can be made with many tools and are often used to create a tutorial or showcase student content mastery.” A related practice is slidecasting (creating a PowerPoint or Apple Keynote slideshow and then screencasting your narration of it as it plays on the screen). Here’s my Keynote turned video.
I favor taking complex instructions and turning them into multiple shorter videos covering specific aspects of the task. Some students know one thing and not another. Why make them sit through a long how-to.
I use a plug in mic (just a standard iPhone earbud mic works well) rather than the microphone built into my Mac. I do a quick test screencast to check the volume level and mic position first to get sound level right.
I first practice the skill a few times to find efficient ways to demonstrate and describe what I am doing.
If I will be entering much text as part of the task, I create a text document first so I can copy/paste text into the app I’m demonstrating ( I hate watching videos of people typing.)
I make sure any images, websites or other content I will use in the video are readily available.
I try and do the screencasts in one take. I don’t worry too much about flubbing words – hey, it’s only a screencast.
Three options for teaching with video – there are many more
Option 1: Screencast with “Loom.” An easy to use Chrome browser plug in – works on any computer or Chromebook. Your video is hosted at Loom.
Loom is a free Chrome browser plug in. To get Loom open your Chrome browser and get the Loom extension here. It makes it super easy to record using your webcam, screen or both. The resulting video can be embedded into a blog or shared via email or social media. A great way to explain something in a visual way.
Note: Since making this video the embed code is now found by clicking the curved Share Arrow at lower right of video. Then pick </> Embed
Option 2: Screencast with Quicktime Player (easy and built into Macs). But if you want to post on blog, you need to “host” the video on YouTube.
I typically use Quicktime Player, which is built into the Mac OS. It’s easy to use and quickly uploads to my YouTube account. Here’s a screencast I made on how to use Quicktime Player to make a screencast. (very meta)
Option 3 – Turn someone else’s video into a lesson
First off – a quick nod to ViewPure – an easy way to share video content with students without “risking” related sidebar content. Click here to “purify” a video.
Here’s two useful video lesson builders.
TEDed – build a lesson around any TEDed original, TED talk or YouTube video. Note you cannot embed a TEDed lesson. So you could get a screenshot and provide a hyperlink.
EdPuzzle – Pick a video, add your magical touch and track your students’ understanding. Create an EdPuzzle account, then turn an existing video into a lesson. You can share the result with an embed code.
Quite often edtech tools are used by the teacher rather than the students and don’t do much more than make things prettier. Think: Teacher at Smartboard as replacement for the overhead.
New digital technologies allows us to “see” information in new ways. Think: Students analyzing a text using Wordle
History and other humanities that tended to be strictly narrative are leveraging data collection and display tools to spawn a new digital / data approach to teaching history and social science.
See Digital Humanities Projects at Stanford
Many apps and websites can be a great tool to introduce the research method – form a hypothesis, gather and analyze data, revise hypothesis (as needed), draw conclusions, assess research methods. Working in teams students can easily pose research questions, run the data, revise and assess their research strategy. Students can quickly make and test predictions. They can then present and defend their conclusions to other classroom groups. All skills called for by the new Common Core standards.
In today’s class we will explore a sampling of free online data visualization tools that can be used in the classroom. Students will be asked to incorporate one of these tools into a lesson design.
NGram Viewer – online research tool that allows you to quickly analyze the frequency of names, words and phrases -and when they appeared in the Google digitized books. For more advanced searches using NGram Viewer click here.
Google Trends – see how often specific keywords, subjects and phrases have been queried over a specific period of time.
Choose one or more of these digital tools (or use a favorite of yours) and blog about how you would use it in an activity, lesson or unit. Be sure you focus on an idea that allows your students to be using the tool. Be sure to link to the tool and include a screen shot. If the digital tool allows results to be embedded in the blog. Here’s how to use HTML Snippets.
Image credits:Teaching with a SMART Board / Flickr