TechSmith Snagit is a screen capture tool from the producers of the popular screencasting tools Jing and Camtasia. TechSmith Snagit is a Chrome app and extensions that allows you to capture all or part of screen then draw and write on your screen capture. The Snagit Chrome extension is what allows you to capture your screen. The Snagit Chrome app allows you to save your screen captures in your Google Drive account. You do have to install both the extension and the app for Snagit to work correctly
Vessenger, producers of a group messaging system, offers a free program for capturing and annotating images on your computer screen. The free program, called Snaplr, is available for Windows and Mac. With Snaplr installed you can capture all or part of your screen. Snaplr’s annotation tools include text boxes, highlighting, and free-hand drawing tools. When you’ve finished creating your annotated screen capture you can save it as a PNG file or attach it to an email message in Outlook.
Using the print screen key on your PC or “command+shift+4” on your Mac are easy ways to create a screen capture. But if you want do more and draw or annotate on that screen capture, give Snaggy a try. Snaggy is a web-based tool for drawing on, annotating, and sharing screen captures. To draw or write on your screen capture just paste your screen capture image into Snaggy. Snaggy offers tools for highlighting a section of your screen capture, typing on it, and drawing free-hand on your image. You can also use Snaggy to crop your image. When you’re ready to share your screen capture, Snaggy assigns is a custom url that you can Tweet, email, or post anywhere you like. Snaggy lets you save your edited screen captures to your computer too.
Monosnap is a free screen capture tool for Mac and Windows. Monosnap is advertising that they will soon offer it for Android and iOS too. To get started download Monosnap. Once installed you can use Monosnap to capture a portion or all of your screen. One neat option is to capture your screen after a ten second delay. After capturing your screen you can draw on your image, type on it, or highlight portions of the screen capture image. You can save your screen captures on your computer or upload them to a free Monosnap account.
Szoter is a free online tool for annotating images that are stored on your computer. You can also use Szoter to capture and annotate screenshots. You can use Szoter on the web or download the Adobe Air version of it to run on your desktop. Either way you can upload images, draw on those images, and type on those images. When you’re done annotating and drawing on your images you can save them to your local computer or share them online through your favorite social networks. Szoter can also be used to capture your screen and create annotated screen captures.
Explain and Send is a free Chrome extension that I have just installed in my browser. The extension allows me to quickly select all or a portion of my screen, draw on it, type on it, and share it. The extension installs in seconds and if you have synchronization enabled (click here to learn how) it will be available to you on all of the computers that you use. After you have created your screen capture you can share it via email, Twitter, or Facebook.
Pixlr offers a large set of image creation and editing tools. One of the tools that can be quite handy is Pixlr Grabber. Pixlr Grabber is Pixlr’s screen capture tool. Pixlr Grabber is available as an extension for Chrome or Firefox. Using Pixlr Grabber you can capture your screen, crop the screen image, and print what you like. You can also send the image to Pixlr Editor for further editing options.
Screenr is a very simple, easy-to-use tool for creating screencast videos. You do not need to register in order to use Screenr, but if you want to save your recordings you do need a Twitter account. Screenr uses your Twitter ID to save your recording and publish it to Twitter (you can opt not to publish to Twitter). The recordings you make using Screenr can also be published to YouTube or you can download your recordings.
Screencast-O-Matic is a web-based screencast creation tool similar to Screen Castle. Screencast-O-Matic allows you to specify how much of your screen that you want to record. Screencast-O-Matic gives you up to fifteen minutes of recording time per video. If you want to include a webcam view of yourself talking you can do that too. To do that enable your webcam and then when you record a small video of you will appear in the corner of your finished video.
Quick Screen Share is a free screen sharing service from the makers of Screencast-o-matic. To use Quick Screen Cast just go to their website, select share your screen, and enter your name. Quick Screen Share will then provide you with a URL to share with the person with whom you are screen sharing. When that person opens the link you he or she will be able to see your screen. Quick Screen Share doesn’t require you to install anything (assuming you have Java installed) or require you to register for the service.
The tool that I use most often of creating annotated screen capture images is Jing. Jing enables you to take a picture of part of your screen or all of your screen. Once you’ve captured the area you want in your picture, you can type on it, draw arrows on it, and highlight sections of text within it. To use Jing you must download and install the free software for your Mac or PC. Once it’s installed, launch it and it runs in the background until you need it. You’ll know that Jing is ready for you to use because you will notice an orange ball in one of the top corners of your screen. It takes up very little screen real estate and is ready to use whenever you need it. You can also use Jing to record a video of your screen. Simply select the area of your screen that you would like to show, click the record button and begin talking. Jing will capture everything you say and do for up to five minutes.
Awesome Screenshot is a great Chrome, Firefox, and Safari browser extension for capturing, annotating, and sharing screenshots. Once you’ve installed Awesome Screenshot you can simply activate it from your browser to capture a page or region on a page, draw boxes, draw lines, blur out information, and add text to your screenshot. When you’re satisfied with your screenshot you can save it locally or share it via the url provided by Awesome Screenshot.
Bounce is a neat application that not only allows you to make annotated screen captures of websites but also allows you to instantly share those screen captures with others. To use Bounce go to their website then type in the url of any website you like and click “Bounce.” Bounce will then create an image of that website on which you can draw boxes and annotate those boxes. You can create as many boxes and notes as you like. When you’re done creating notes, Bounce will provide you with a unique url for your screen captures that you can share with others. If you create a Bounce account (optional) you and other Bounce users can annotate the same screen capture.
Capturing and Annotating Your iPad’s Screen
To capture whatever you’re currently viewing on your iPad’s screen simultaneously press the on/off switch and the center “home” button. Your screen capture will be saved to your iPad’s camera roll. After creating my screen capture I like to use Skitch for iPad to draw and type on the image. Using the latest version of Skitch for iPad you can register for an Evernote account and then your images will automatically be saved in Evernote. You can download Skitch for iPad here.
Capturing and Annotating Your Android Device’s Screen
If you want to capture your screen on an Android device that is running Android 4.0 or higher you can do so by holding the “volume down” and “power” button at the same time. Then you can share those images to another service to mark them up. Just like on my iPad, on my Android tablets I like to use Skitch to draw on images. Click here to download Skitch for Android.
Faculty training plays a critical role in HyFlex learning and equity
Online and HyFlex options that started with the pandemic are helping ensure equity
lecture capture get training and to learn from each other
Engagement remains critical, whether in person or in a HyFlex model
how they’re going to teach remote students, but also students in the class, at the same time,
Skeptical students and their parents don’t seem willing to pay full price for an experience similar to what they lived through this semester. If virtual learning is mandatory this fall, one survey found, two-thirds of students will expect discounts on tuition and fees. Some may avoid enrolling altogether.
Education experts who have been following higher education’s transition to remote learning say that colleges need to act now if they want to be fully prepared for the fall.
Colleges should start by evaluating what went well, and poorly, this spring, so they can start identifying gaps in training, planning, and technology, he says. They should also assess their campus resources to begin preparing instructors for the fall. They may find that instructional designers, academic-technology experts, and faculty members familiar with online tools and teaching are less effective because they are spread thinly across campus, not centrally deployed.
Effective online teaching, Wade says, depends more on building engagement than on mastering complicated technology.
At the University of Central Florida, Thomas B. Cavanagh, vice provost for digital learning, estimates that more than 80 percent of its 1,600 faculty members had received some form of professional development for teaching online before the coronavirus hit, ranging from self-paced training on how to use the learning-management system to the university’s 10-week online-course-design program. Given the need to rapidly prepare hundreds of instructors, says Cavanagh, the university is in the process of developing a streamlined three-week course, “essentials of online teaching,” through which it expects to train around 200 instructors. About 350 instructors will also take a short course called “teaching through lecture capture — Zoom edition,” he says.
10 years ago, we should have taught faculty how to be better at the internet: to design for privacy, security, accessibility. Even how to use keyboard shortcuts. Anything else but lecture capture, online quizzes, and boilerplate feedback. 1/2
10 years ago, we should have taught faculty how to be better at the internet: to design for privacy, security, accessibility. Even how to use keyboard shortcuts. Anything else but lecture capture, online quizzes, and boilerplate feedback. 1/2
when the option between taking a course online or in-person is provided, studies show students are more likely to stay in college.
Since the early days of online instruction, the response of many new instructors has been to figure out how to transfer elements of their face-to-face class into the online format. In response, education technology companies have been quick to create products that attempt to replicate in-person teaching. Some examples include learning management systems, lecture capture tools, and early online meeting systems.
online proctoring systems, such as ProctorU or Proctorio, replicate a practice that isn’t effective in-person. Exams are only good for a few things: managing faculty workload and assessing low level skill and content knowledge. What they aren’t good at is demonstrating student learning or mastery of a topic. As authors Rena Palloff and Keith Pratt discuss in their book “Assessing the Online Learner: Resources and Strategies for Faculty,” online exams typically measure skills that require memorization of facts, whereas learning objectives are often written around one’s ability to create, evaluate and analyze course material.
Authentic assessments, rather than multiple choice or other online exams, is one alternative that could be explored. For example, in a chemistry course, students could make a video themselves doing a set problems and explain the process. This would allow instructors to better understand students’ thinking and identify areas that they are struggling in. Another example could be in a psychology course, where students could curate and evaluate a set of resources on a given topic to demonstrate their ability to find, and critically analyze online information. (see Bryan Alexander‘s take on video assignments here: https://blog.stcloudstate.edu/ims?s=bryan+alexander+video+assignments
1. Technology that Increases Access Hits the Slow Lane
Innovations in videoconferencing and lecture capture technologies have allowed universities to provide flexible learning experiences to students no matter their location. However, if internet service providers are allowed to create “fast lanes” and “slow lanes” of access, experts worry these learning experiences will be in jeopardy. “slow lanes” of internet access could make it difficult for students to access cloud software or applications without hitting data caps.
2. Inhibit Ability to Research and Access Materials
a 40-page commentary to the FCC explaining how a repeal would hurt universities, eCampus News reports.
“Institutions of higher education and libraries depend upon an open internet to carry out their educational and civic missions, and to serve their communities,” reads the commentary.
“almost everything” relies on the internet in higher education. Students use it for research, to take courses and turn in assignments while faculty use it for research and to create lesson plans. Roberts says his library needs it to archive and preserve materials. Slower internet could inhibit research and access to library resources.
3. Increased Costs Without Increased Educational Experiences
high cost of attending a university might see a bump without net neutrality. slower internet access would actually degrade the quality of education offered for a higher cost.
ECAR collaborated with 157 institutions to collect responses from 13,451 faculty respondents across 7 countries about their technology experiences. ECAR also collaborated with 124 institutions to collect responses from 43,559 undergraduate students across 10 countries about their technology experiences. Please see the 2017 student and faculty studies hub for more about this year’s research.
When it comes to meeting technological support needs, students’ default modality is DIY. Students are more than twice as likely to figure out solutions to technology problems on their own, to search online sources, or to ask a friend than they are to use their campus help desk. Contacting the vendor or company to fix a technology problem is the last resort.
Laptops are king, smartphones are queen, and tablets are on the way out.
Students’ experiences with their instructors’ use of and approach to technology in the classroom are a mixed bag. A majority of students said most of their instructors have adequate technology skills, use technology to enhance learning, and encourage the use of collaborative technology tools. However, students said fewer faculty use technology for sophisticated learning tasks (e.g., engagement, creative and critical thinking), and relatively few faculty ask students to use their own devices for in-class work.
Students are choosing sides in the online versus face-to-face debate. For the fourth year in a row, the number of students preferring a blended learning environment that includes some to mostly online components has increased. The number of students preferring completely face-to-face or completely online courses continues to dwindle. The number of students expressing no preference has been cut by more than half since 2014.
Students are satisfied with features of their LMS…except when they aren’t.Students have favorable opinions about the basic features and functionalities of their LMS. But, the more sophisticated the task and the more engagement required of students, the less happy they tend to be. This may be a function of the tools, the instructors who use them, or both.
Students would like their instructors to use more technology in their classes.Technologies that provide students with something (e.g., lecture capture, early-alert systems, LMS, search tools) are more desired than those that require students to give something (e.g., social media, use of their own devices, in-class polling tools). We speculate that sound pedagogy and technology use tied to specific learning outcomes and goals may improve the desirability of the latter.
Students reported that faculty are banning or discouraging the use of laptops, tablets, and (especially) smartphones more often than in previous years. Some students reported using their devices (especially their smartphones) for nonclass activities, which might explain the instructor policies they are experiencing. However, they also reported using their devices for productive classroom activities (e.g., taking notes, researching additional sources of information, and instructor-directed activities).
Media literacy. Differentiated instruction. Media literacy guide.
Fake news as part of media literacy. Visual literacy as part of media literacy. Media literacy as part of digital citizenship.
Web design / web development
the roles of HTML5, CSS, Java Script, PHP, Bootstrap, JQuery, React and other scripting languages and libraries. Heat maps and other usability issues; website content strategy. THE MODEL-VIEW-CONTROLLER (MVC) design pattern
Social media for institutional use. Digital Curation. Social Media algorithms. Etiquette Ethics. Mastodon
I hosted a LITA webinar in the fall of 2016 (four weeks); I can accommodate any information from that webinar for the use of the IM students
OER and instructional designer’s assistance to book creators.
I can cover both the “library part” (“free” OER, copyright issues etc) and the support / creative part of an OER book / textbook
“Big Data.” Data visualization. Large scale visualization. Text encoding. Analytics, Data mining. Unizin. Python, R in academia.
I can introduce the students to the large idea of Big Data and its importance in lieu of the upcoming IoT, but also departmentalize its importance for academia, business, etc. From infographics to heavy duty visualization (Primo X-Services API. JSON, Flask).
NetNeutrality, Digital Darwinism, Internet economy and the role of your professional in such environment
I can introduce students to the issues, if not familiar and / or lead a discussion on a rather controversial topic
Digital assessment. Digital Assessment literacy.
I can introduce students to tools, how to evaluate and select tools and their pedagogical implications
Wikipedia
a hands-on exercise on working with Wikipedia. After the session, students will be able to create Wikipedia entries thus knowing intimately the process of Wikipedia and its information.
Effective presentations. Tools, methods, concepts and theories (cognitive load). Presentations in the era of VR, AR and mixed reality. Unity.
I can facilitate a discussion among experts (your students) on selection of tools and their didactically sound use to convey information. I can supplement the discussion with my own findings and conclusions.
eConferencing. Tools and methods
I can facilitate a discussion among your students on selection of tools and comparison. Discussion about the their future and their place in an increasing online learning environment
Digital Storytelling. Immersive Storytelling. The Moth. Twine. Transmedia Storytelling
I am teaching a LIB 490/590 Digital Storytelling class. I can adapt any information from that class to the use of IM students
VR, AR, Mixed Reality.
besides Mark Gill, I can facilitate a discussion, which goes beyond hardware and brands, but expand on the implications for academia and corporate education / world
Instructional design. ID2ID
I can facilitate a discussion based on the Educause suggestions about the profession’s development
Microcredentialing in academia and corporate world. Blockchain
IT in K12. How to evaluate; prioritize; select. obsolete trends in 21 century schools. K12 mobile learning
Podcasting: past, present, future. Beautiful Audio Editor.
a definition of podcasting and delineation of similar activities; advantages and disadvantages.
Gender, race and age in education. Digital divide. Xennials, Millennials and Gen Z. generational approach to teaching and learning. Young vs old Millennials. Millennial employees.
The emergence of the chief online officer position at many institutions is strong evidence that online education is becoming more mainstream
Revenue generation and tuition
most responding institutions have online program tuition rates that are aligned with standard tuition or that are higher. Those higher tuition rates ranged from 12 percent of private institutions to 29 percent of four-year public institutions, and lower than standard tuition rates ranged from 3 percent of community colleges to 37 percent of private institutions. None of the larger online programs reported tuition rates for online students that are lower than standard tuition rates, and 20 percent reported higher tuition rates for online study.
Course development
Forty percent of chief online officers in larger programs larger programs use instructional design support, and 30 percent use a team approach to online course design. Ten percent outsource course design.
This kind of course development is in stark contrast to practices of chief online officers in mid-sized and smaller programs. Among the smallest online education programs, 18 percent of chief online officers expect faculty to develop online courses independently, and 53 percent treat instructional design support as a faculty option. This means that a combined 71 percent of smaller programs do not mandate the use of instructional design specialists.
In 13 percent of mid-sized programs, faculty are expected to develop courses independently, and in 64 percent of mid-sized programs, they are free to choose whether or not to involve instructional design specialists, yielding a combined 77 percent of programs that do not require the use of instructional design expertise.
Teaching, learning and technology
The CHLOE survey also asked chief online officers to name three technologies or tools they consider most important or innovative for their institution’s fully-online programs. Eighty-one percent first listed an LMS, while others named audio and video conferencing and lecture capture. The technologies most-cited for second- and third-most important were conferencing, video and lecture capture software. (see Plamen’s effort to start faculty discussion on lecture capture here: http://blog.stcloudstate.edu/coursecapture/)
“There was no sign of much-hyped innovations like adaptive learning, competency-based education LMS solutions, or simulation or game-based learning tools,” according to the study. “Such tools may be in use for specific courses or programs but based on responses to CHLOE, these have yet to achieve institution-wide adoption at any scale.” (see Plamen’s efforts start a discussion on game-based learning here: https://blog.stcloudstate.edu/ims?s=game-based+learning
Vessenger, producers of a group messaging system, offers a free program for capturing and annotating images on your computer screen. The free program, called Snaplr, is available for Windows and Mac. With Snaplr installed you can capture all or part of your screen. Snaplr’s annotation tools include text boxes, highlighting, and free-hand drawing tools. When you’ve finished creating your annotated screen capture you can save it as a PNG file or attach it to an email message in Outlook.
Using the print screen key on your PC or “command+shift+4” on your Mac are easy ways to create a screen capture. But if you want do more and draw or annotate on that screen capture, give Snaggy a try. Snaggy is a web-based tool for drawing on, annotating, and sharing screen captures. To draw or write on your screen capture just paste your screen capture image into Snaggy. Snaggy offers tools for highlighting a section of your screen capture, typing on it, and drawing free-hand on your image. You can also use Snaggy to crop your image. When you’re ready to share your screen capture, Snaggy assigns is a custom url that you can Tweet, email, or post anywhere you like. Snaggy lets you save your edited screen captures to your computer too.
Pixlr offers a large set of image creation and editing tools. One of the tools that can be quite handy is Pixlr Grabber. Pixlr Grabber is Pixlr’s screen capture tool. Pixlr Grabber is available as an extension for Chrome or Firefox. Using Pixlr Grabber you can capture your screen, crop the screen image, and print what you like. You can also send the image to Pixlr Editor for further editing options.
Screenr is a very simple, easy-to-use tool for creating screencast videos. You do not need to register in order to use Screenr, but if you want to save your recordings you do need a Twitter account. Screenr uses your Twitter ID to save your recording and publish it to Twitter (you can opt not to publish to Twitter). The recordings you make using Screenr can also be published to YouTube or you can download your recordings.
Screencast-O-Matic is a web-based screencast creation tool similar to Screen Castle. Screencast-O-Matic allows you to specify how much of your screen that you want to record. Screencast-O-Matic gives you up to fifteen minutes of recording time per video. If you want to include a webcam view of yourself talking you can do that too. To do that enable your webcam and then when you record a small video of you will appear in the corner of your finished video.
Quick Screen Share is a free screen sharing service from the makers of Screencast-o-matic. To use Quick Screen Cast just go to their website, select share your screen, and enter your name. Quick Screen Share will then provide you with a URL to share with the person with whom you are screen sharing. When that person opens the link you he or she will be able to see your screen. Quick Screen Share doesn’t require you to install anything (assuming you have Java installed) or require you to register for the service.
