Cool Tool | eZuce’s Viewme

CREDIT eZuceeZuce’s Video Collaboration Solution Viewme (formerly SeeVogh), is available to higher education institutions as part of the Internet2 NET+ initiative. Faculty, staff and students at member institutions can have unlimited access to the  video collaboration solution to support virtual classrooms, intercampus learning, extended office hours, study groups and many other applications. It eliminates costly setup fees, and provides free clients enabling every user their own meeting room. The solution integrates with legacy telepresence systems while delivering a high-quality, enterprise class video collaboration platform, and it supports Windows, Android and iOS-based mobile devices to facilitate immersive visual collaboration with anyone, anywhere, at any time. Jack Suess, VP for Information Technology and CIO at the University of Maryland, Baltimore County, is a strong advocate. “UMBC was looking for something that was very easy to use, and didn’t require administrative setup, that worked with our enterprise H.323 systems,” he says, “and was inexpensive enough that we could deploy it to all faculty and staff without charging extra for it.” For Suess, this solution is the first product that hit all three. It currently provides visual collaboration for thousands of researchers on a global basis as part of the The eZuce SRN (formerly The SeeVogh Research Network). Check it out.

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Trends | Mobile Learning in the United States

CREDIT SpeakUp 2014 National Research Project

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Cool Tool | Activate Instruction

CREDIT History Channel and Activate InstructionA free tool that helps teachers nationwide share resources, Activate Instruction also helps students direct their own learning, and helps parents stay in touch with what’s happening at school. Founded by the Girard Education Foundation, Activate is a unique collaboration of teachers and leaders from successful schools, educators-turned-developers and passionate philanthropists. Teachers use Activate to organize, share, and search quality Common Core-aligned resources, and curate them into student playlists. Parents and students can follow teachers and search by topic. Activate’s content bank includes more than 39,000 resources and 4,500 playlists—largely contributed by high-performing Summit Public Schools and High Tech High. The flexible platform supports a variety of learning models, and engages teachers, students and parents with a collaborative, social environment. The platform was built by Illuminate Education and tested in a two-year pilot by Summit Public Schools. Girard Education provides funding and proactive program management, and works with a growing ecosystem of schools, content contributors, and technology partners. The Activate community is working with other foundations, policy experts, and nonprofits to advance blended learning nationwide.

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Trends | Happy Workers

CREDIT skilledupResults of a new survey are in, tracking the often circuitous career path and unusually high job satisfaction rate of web developers. Carried out on behalf of SkilledUp, a curator of online and alternative education sources, the online study was conducted by Provoke Insights, a NYC-based market research and strategy firm and surveyed 303 U.S. web developers. Following are highlights:

  • 56% of web developers actually started in different careers (e.g. teacher, engineer)
  • 72% say a computer science undergraduate degree is not required
  • The vast majority of web developers (88%) are satisfied with their career
  • Work life balance (61%) and job flexibility (52%)
  • Two-fifths of web developers also mention “pay” as a reason for satisfaction, with 81% of salaries among those surveyed in the $50,000-149,000 per year range
  • The majority (82%) expect to receive a significant raise over the next six months
  • Universally (95%), web developers agree that their occupation is in high demand
  • Compared to other developers, those who specialize in mobile/ responsive are more satisfied (47%) with their current job. Read the report.
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Rewind It Back

Using videos in flipped learning.

GUEST COLUMN| by Brian Bennett

CREDIT flipped learning networkThere are times when I wish I could go back, rewind what happened and listen again. Daydreamers, you know what I’m talking about. Even though it’s not in the official pillars of Flipped Learning, a reason I hear people flipping their instruction is so that kids can pause, rewind and rewatch a portion of the instruction. It sounds powerful, and it gives a great visual of students working hard on their notes, but it may not be as helpful as it initially sounds.

What does the research say?

A 2005 study focused on how students studied using video lectures. I know the technology in 2005 was far inferior to the on-demand video content we have today, but that particular point doesn’t really matter. What I want to focus on is the fact that there are some indications that pausing and rewinding content can be disruptive to the learning process.

During the study, students tried to view an entire lecture in a single session, and some discovered that pausing was necessary. However, all participants who interrupted viewing reported that pausing caused a serious problem when returning to the break point. Students reported that even though they returned to the precise point at which they stopped, they lost the context and didn’t immediately understand what followed. The following example illustrates this point:

“A pause in watching video is worse than a break in reading a book, because I felt that I have no place to return to. I lost context.”

This is just one example of a more poignant point I’m trying to make – don’t distill the benefits of your methods down to one idea or another. Look at your strategies holistically and be able to explain how they work together to your students’ advantage.

There were interesting counterpoints to the above example in the same article:

Navigating the video backward and forward was difficult and disadvantageous for some students, whereas others found it easy and advantageous. Some examples:

“…it wasn’t easy. You sit in front of the computer for two hours and you can’t mark [content]. Rewinding is annoying.”

“…an advantage is that you can repeat something over and over, like I sometimes do when I read a book; however, I never did it. A few times I stopped and ran the CD-ROM backward and then played it again. It was easy.”

What does this mean for me?

One research study does not a law make. However, the feedback from the students in this study is compelling. In addition to the findings about rewinding content, the authors sum the study up in an interesting way:

“Our first finding is that most students tried to study from video as if it was a book; in other words, these students attempted to transfer learning strategies from one medium to another.”

The point is that we have to be careful about two things:

Be careful about how you use video with your students. There is consistent frustration with students not watching them, or watching them ineffectively. Make sure your students understand how their attention patterns for instructional videos have to change. Most of our students use video as background noise – it’s in the back of their minds. If you don’t teach them how to listen for instruction, they will struggle.

Be careful about how you talk about video with other people. Again, think about your students – if they’re pausing and rewinding, is it because they want to hear that piece again for clarity? Or because they missed it the first time through? We need to be cognizant of what the bigger picture is with instructional videos and not continue to promote surface-level ideas with deeper implications.

If this article interested you, The 8th Annual Flipped Learning Conference is being held in East Lansing, Mich. on the campus of Michigan State University. Registration is now open and the conference schedule has been published.

Brian Bennett is a teacher in Elkhart, Ind., a Flipped Learning Network Board Member, and conference coordinator for The 8th Annual Flipped Learning Conference on July 13-15 in East Lansing, Mich. He enjoys astronomy and birding in his backyard with his wife and daughter.

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