Searching for "edpuzzle"

Kahoot and Edpuzzle

Workshop on Kahoot and Edpuzzle, Tuesday, March 21, 2PM, MC 205

Matt Barton delivers Edpuzzle:

https://www.facebook.com/InforMediaServices/videos/1141474562629706/
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more on Edpuzzle in this blog:
https://blog.stcloudstate.edu/ims?s=edpuzzle

Flipped Lessons Through EDPuzzle: How to Create & Distribute

How to Create & Distribute Flipped Lessons Through EDPuzzle

EDpuzzle is a neat tool that allows you to add your voice and text questions to educational videos. On EDpuzzle you can search for educational videos and or upload your own videos to use as the basis of your lesson. EDpuzzle has an online classroom component that you can use to assign videos to students and track their progress through your video lessons.

http://www.freetech4teachers.com/2015/02/how-to-create-distribute-flipped.html?m=1

Best Tech Tools K12

10 Teacher Picks for Best Tech Tools

Teachers and administrators from pre-K through 12th grade named these tools their top picks for this year and beyond.

https://www.edutopia.org/article/10-teacher-picks-best-tech-tools

the responses of 1,461 virtual learning academy participants—pre-K to 12 teachers and administrators—to survey questions on impactful tools that I conducted from May to December 2020, and over 70 webinars and virtual learning sessions, these are the top teacher-tested tech tools I have identified.

TOP TECH TOOLS FOR EDUCATORS

10. Parlay, https://parlayideas.com/
9. Flipgrid
8. Edpuzzle
7. Pear Deck
6. Prezi
5. Screencastify,
https://www.screencastify.com/
4. Mural, https://www.mural.co/
3. Gimkit, https://www.gimkit.com/
2. Mentimeter and Slido. https://www.sli.do/, https://www.mentimeter.com/
1. Learning management system: Canvas and Schoology, Google Classroom

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more on ID in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design

apps for student engagement

https://www.facebook.com/groups/onlinelearningcollective/permalink/680939699203398/

Looking for different ways for students to share their knowledge. I’ve done Jamboard, Google Slides, Discussion posts, padlet…I just want something different and am not able to come up with any great ideas here. Anyone come up with anything else fun or interesting? This is for an asynchronous course.

Jamboard, https://edu.google.com/products/jamboard/

Google Slides jambor

Padlet  https://padlet.com/

Flipgrid

Canva

Adobe Spark

TikTok

https://dotstorming.com/

Mural.co https://www.mural.co/

Miro https://miro.com/

Sketchnotes https://www.jetpens.com/blog/sketchnotes-a-guide-to-visual-note-taking/pt/892

Pear Deck https://blog.stcloudstate.edu/ims?s=pear+deck

Near Pod https://blog.stcloudstate.edu/ims?s=nearpod

EdPuzzle https://blog.stcloudstate.edu/ims/2017/11/01/digital-assessment-session/

 

Tips and Tools for Teaching Remotely

Tips and Tools for Teaching Remotely

Link to the list here: https://docs.google.com/document/d/e/2PACX-1vQ4sGwNQ2JEV-DAPIDIuy7UhxUErEP8IovilhSFAPTOZxMpWCxEZwMZeKzF-ad1tt_Ck7WSFivWjaWs/pub

Contact pmiltenoff@stcloudstate.edu if you need more info/support, clarifications. E.g. among the great tools in the list is EdPuzzle (https://edpuzzle.com/). EdPuzzle does very much the same as the Video Quiz in the MinnState MediaSpace (aka Kaltura); we can help you figure out advantages and disadvantages of the tools, their pedagogical application and make final choice.

Tips and Tools for Teaching Remotely – A PDF Handout

Media Literacy Digital Citizenship

Making Media Literacy Central to Digital Citizenship

Tanner Higgin, Common Sense Education

https://www.kqed.org/mindshift/49607/making-media-literacy-central-to-digital-citizenship

While we often get distracted by the latest device or platform release, video has quietly been riding the wave of all of these advancements, benefiting from broader access to phones, displays, cameras and, most importantly, bandwidth. In fact, 68 percent of teachers are using video in their classrooms, and 74 percent of middle schoolers are watching videos for learning. From social media streams chock-full of video and GIFs to FaceTime with friends to two-hour Twitch broadcasts, video mediates students’ relationships with each other and the world. Video is a key aspect of our always-online attention economy that’s impacting voting behavior, and fueling hate speech and trolling. Put simply: Video is a contested civic space.

We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes media literacy and savvy. A good digital citizen doesn’t just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology like video, so it’s more thoughtful, inclusive and just.

1. Help Students Identify the Intent of What They Watch

equip students with some essential questions they can use to unpack the intentions of anything they encounter. One way to facilitate this thinking is by using a tool like EdPuzzle to edit the videos you want students to watch by inserting these questions at particularly relevant points in the video.

2. Be Aware That the Web Is a Unique Beast

Compared to traditional media (like broadcast TV or movies), the web is the Wild West.

Mike Caulfield’s e-book is a great deep dive into this topic, but as an introduction to web literacy you might first dig into the notion of reading “around” as well as “down” media — that is, encouraging students to not just analyze the specific video or site they’re looking at but related content (e.g., where else an image appears using a reverse Google image search).

3. Turn Active Viewing into Reactive Viewing

Active viewing

For this content, students shouldn’t just be working toward comprehension but critique;

using aclassroom backchannel, like TodaysMeet, during video viewings

4. Transform Students’ Video Critiques into Creations

Digital citizenship should be participatory, meaning students need to be actively contributing to culture. Unfortunately, only 3 percent of the time tweens and teens spend using social media is focused on creation.

facilitating video creation and remix, but two of my favorites are MediaBreaker and Vidcode.

5. Empower Students to Become Advocates

Young people face a challenging and uncertain world, currently run by people who often do not share their views on key issues

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more on Media Literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy

more on digital citizenship in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+citizenship

instruments and methods for formative assessment

********* reserve space: register here |  запазете си място: регистрирайте се тук *********

Open Discussion: Instruments and Methods for Formative Assessment: by invitation of teachers from Plovdiv region |  Тема: Инструменти и методи за актуални училищни занятия

Where | Къде: СУ „Димитър Матевски“  https://goo.gl/maps/rojNjE3dk4s and online ( виртуално)
When | Кога: 2. май, 2018, 14 часа |  May 2, 2018, 2PM local time (Bulgaria)
Who | Кой: преподаватели и педагози  |  teachers and faculty
How | Как: използвайте “обратна връзка” за споделяне на вашите идеи  | use the following hashtag for backchanneling #BGtechEd

short link: http://bit.ly/teachassess

open URL on cell phone

qr code formative assessment event

Live stream:
https://www.facebook.com/InforMediaServices/
and recording available
(предаване на живо и запис)

https://youtu.be/oYBtJSzUvrk

  1. Intro | Представяне – 5мин.
    Who are we (please share short intro about your professional interests) | Кои сме ние: споделете накратко професионалните си интереси (използвайте “comment” section под този блог)
    http://web.stcloudstate.edu/pmiltenoff/faculty/
  2. Plan | Защо сме се събрали? Представяне на плана. – 5-10мин.
    https://blog.stcloudstate.edu/ims/2018/04/15/ed-leadership-and-edtech/
    Edtch why | защо учебни технологии? how to choose edtech | как избираме технологии? who chooses/decided | кой решава кои технологии?
    https://blog.stcloudstate.edu/ims/2016/02/09/collaborative-tools/
    virtual collaborative board | да се срещнем тук: https://www.notebookcast.com/en/board/showboard/fw56dmgj/
  3. Reality Check (before we do tech) | минута за откровение (преди да започнем с технологии):
    who is our audience | кого учим/обучаваме?
    https://blog.stcloudstate.edu/ims/2018/04/21/in-memoriam-avicii/
    https://blog.stcloudstate.edu/ims/2018/04/17/edtech-implementation-fails/
    why technology application fails | защо се проваля използването на технологии в обучението?
    Understanding Purpose | какъв е смисълът
    Insufficient Modeling of Best Practices | недостатъчен или несподелен опит
    Bad First Impressions | лоши първи впечатления
    Real-World Usability Challenges | ежедневни проблеми
    The Right Data to Track Progress | кои данни определят успеха
    Share your thoughts for the fails | Сподели твоите мисли за провала

Тема1. Сравняване на Kahoot, Edpuzzle и Apester –  1-1, 1/2 час продължителност
Topic 1: A comparison of Kahoot, Apester and EdPuzzle

definitions | термини : BYOD (BYOx), flipped classroom, formative assessment (vs summative assessment)

Kahoot (https://kahoot.it/) – 10 мин.
 kahoot
Apester (https://apester.com/ )– 10-15мин.
 apester
    • Представяне | short demonstration
    • Споделяне на опит | ideas and experience exchange.
      Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с ЕдПъзил и тн)

Edpuzzle (https://edpuzzle.com )– 10 – 15мин.
 edpuzzle
    • Представяне | short demonstration
    • Edpuzzle виртуална класна стая | interactive virtual classroom
    • Създаване на акаунт | account creation and building of learning objects
      Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с Еиптстър и тн)

https://edpuzzle.com/assignments/5ad4cad48f4df34107c58bd0/watch

Тема 2. Виртуална реалност в учебния процес – теория и практика-  1-1, 1/2 час продължителност
Topic 2. Virtual reality in teaching and learning – theory and hands-on

When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system
Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система
https://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/

VR can be inexpensive and effective | Виртуална / разширена реалност може да бъде ефикасна и ефективна: https://blog.stcloudstate.edu/ims/2018/04/26/teaching-virtual-reality/

  1. Кратък теоретичен преглед на видео 360 – 10 мин

https://www.linkedin.com/groups/2811/2811-6391674579739303939

Definitions for VR/AR/MR | дефиниции на:  виртуална реалност; разширена реалност; смесена реалност
https://blog.stcloudstate.edu/ims/2018/03/21/t4tl-games-and-vr-library/

  1. Практически опит с видео 360 – 25 – 30 мин
  • Заснемане с камера
  • Редактиране на заснетия материал и възможности за интерактивност
  1. Дискусия относно методиката на приложение в учебния процес
  2. По избор – разговор с Марк Гил от Щатския университет Сейнт Клауд и демонстрация на виртуална реалност в учебния процес – 10-15 мин
  3. По избор –
    1. gaming and gamification and the role of VR and V360
      http://web.stcloudstate.edu/pmiltenoff/bi/
    2. digital storytelling and the role of VR and V360 | цифрово разказване и ролята на ВР и В360: http://web.stcloudstate.edu/pmiltenoff/lib490/
      Дискусии в тази ФБ група | Discussions welcome here: https://www.facebook.com/groups/SCSUDigitalStorytelling/

#3 from the following blog entry: https://blog.stcloudstate.edu/ims/2018/04/17/practical-about-vr-and-ar-in-schools/ (go beyond storytelling)

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Additional Information |  Дпълнителна литература/информация

https://blog.stcloudstate.edu/ims/2016/02/22/formative-assessment-ideas/

Formative Assessment Tools:  https://blog.stcloudstate.edu/ims/2016/01/13/formative-assessment-tools/

https://blog.stcloudstate.edu/ims/2014/12/09/formative-assessment/

Selecting LMS

A Guide to Picking a Learning Management System: The Right Questions to Ask

By Mary Jo Madda (Columnist)     Feb 14, 2017

https://www.edsurge.com/news/2017-02-14-a-guide-to-learning-management-systems-the-right-questions-to-ask

Over the past 10 years, new learning management systems (LMSs) have sprung on the scene to rival the Blackboards and Moodles of old. On the EdSurge Product Index alone, 56 products self-identify and fall into the LMS category. And with certain established companies like Pearson pulling out of the LMS ranks, where do you start?

As University of Central Florida’s Associate Vice President of Distributed Learning, Tom Cavanagh, wrote in an article for EDUCAUSE, “every institute has a unique set of instructional and infrastructure circumstances to consider when deciding on an LMS,” but at the same time, “all institutions face certain common requirements”—whether a small charter school, a private university or a large public school district.

The LMS Checklist

#1: Is the platform straightforward and user-friendly?

#2: Who do we want to have access to this platform, and can we adjust what they can see?

#3: Can the instructor and student(s) talk to and communicate with each other easily?

“Students and faculty live a significant portion of their daily lives online in social media spaces,” writes University of Central Florida’s Tom Cavanagh in his article on the LMS selection process. “Are your students and faculty interested in these sorts of interplatform connections?”

#5: Does this platform plug in with all of the other platforms we have?

“Given the pace of change and the plethora of options with educational technology, it’s very difficult for any LMS vendor to keep up with stand-alone tools that will always outperform built-in tools,” explains Michael Truong, executive director of innovative teaching and technology at Azusa Pacific University. According to Truong, “no LMS will be able to compete directly with tools like Piazza (discussion forum), Socrative (quizzing), EdPuzzle (video annotation), etc.” 

As a result, Truong says, “The best way to ‘prepare’ for future technological changes is to go with an LMS that plays well with external tools.

#6: Is the price worth the product?

A reality check: There is no perfect LMS.

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more on LMS in this IMS blog
https://blog.stcloudstate.edu/ims?s=learning+management+systems

media literacy part of digital citizenship

Making Media Literacy Central to Digital Citizenship

that kind of tech — expensive, bleeding-edge tools — makes headlines but doesn’t make it into many classrooms, especially the most needy ones. What does, however, is video.

68 percent of teachers are using video in their classrooms, and 74 percent of middle schoolers are watching videos for learning.

Video is a key aspect of our always-online attention economy that’s impacting votingbehavior, and fueling hate speech and trolling. Put simply: Video is a contested civic space.

We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes media literacy and savvy.

equip students with some essential questions they can use to unpack the intentions of anything they encounter. One way to facilitate this thinking is by using a tool like EdPuzzle

We need new ways of thinking that are web-specific. Mike Caulfield’s e-book is a great deep dive into this topic, but as an introduction to web literacy you might first dig into the notion of reading “around” as well as “down” media — that is, encouraging students to not just analyze the specific video or site they’re looking at but related content (e.g., where else an image appears using a reverse Google image search).

Active viewing — engaging more thoughtfully and deeply with what you watch — is a tried-and-true teaching strategy for making sure you don’t just watch media but retain information.

For this content, students shouldn’t just be working toward comprehension but critique; they need to not just understand what they watch, but also have something to say about it. One of my favorite techniques for facilitating this more dialogic and critical mode of video viewing is by using aclassroom backchannel, like TodaysMeet, during video viewings

only 3 percent of the time tweens and teens spend using social media is focused on creation

There are a ton of options out there for facilitating video creation and remix, but two of my favorites are MediaBreaker and Vidcode.

The Anti-Defamation League and Teaching Tolerance have lesson plans that connect to both past and present struggles, and one can also look to the co-created syllabi that have sprung up around Black Lives MatterCharlottesville, and beyond. Pair these resources with video creation tools,

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more on media literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy

more on digital citizenship in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+citizenship

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