Tag: presentation

Pedagogy Pointer: a quick guide to something new
Google Apps, Pedagogy, Presentation

Pecha Kucha to Promote Focused and Concise Presentations

Mendi Benigni

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Pecha Kucha is a presentation style that consists of only 20 slides with only 20 seconds to discuss each slide.  This results in a total presentation of exactly 6 minutes and 40 seconds.  The slides are set to automatically advance requiring the speaker to prepare and practice, as there is no option to go back or skip ahead.  This style also requires the presenter to concise and brief and pull out the most cogent points to present.

Pecha Kucha is also a very visual presentation style. It is based on single powerful images and very little, if any, text on the slides. The presenter must know the topic well in order to select the most powerful images to represent each point which is another benefit of this style.

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BENEFITS OF USING PECHA KUCHA PRESENTATIONS IN CLASS

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  1. Presentations are under 7 minutes which allows you to do more in less time.
  2. Students must learn how to pick out the most important points from their topic and deliver it in a way that others can understand.
  3. Students must learn to illustrate their topic and points using high-impact images and very little text.

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LEARN HOW TO CREATE PECHA KUCHA IN DIFFERENT APPLICATIONS

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biteable
Assessment, instructional technology, Presentation, TLT, Video

Biteable – a fun way to create an informational video

Mendi Benigni

These days infographics are all the rage but, while they can deliver a lot of information on one page, they can be a bit boring and sometimes I really need someone to explain the graphic.  Biteable now offers a way to have the easy to read and understand statistics and information found in an infographic but with the ability to add the audio explanation.

 

 

  • biteable video made easyYou start with a template that best describes your presentation.  A few examples are:
  • Add your stats, graphics, and pick your animations.
  • Add your music or voiceover file.
  • Share your final product.

Biteable is free but you have to put up with a logo in the lower right corner of your finished product.  If you love it and want to purchase a subscription it’s $99/year.  For class projects, however I think the free version is more than enough.

Biteable how to make a videoThe subscription offers you:

  • 85,000 Stock Footage Clips
  • No Biteable Logo/Watermark
  • Download To Your Computer
  • Upload Your Own Footage
  • Privacy Controls

So the next time you give a presentation, infographic, or elevator pitch to your students, consider suggesting they use Biteable to deliver their information.

TLT, Video

Make videos interactive

Laura Plotts

What is ?   RooClick is a patent-pending concept in click-to-interact technology utilizing web browsers and mobile applications to allow students and teachers to engage in video content in real time. Thus allowing curriculum and information to be accessed with one click. RooClick was founded on the premises of giving viewers what they want when they want it. By eliminating disconnect between seeing content and engaging with content through a simple click. No more searching for relevant information; teachers associate the material they want with the video content. This allows instructors to customize all assignments for their class.  From http://www.rooclick.com/docs/RooClickEducationFactSheet.pdf

Price: Free for individual teachers

Platform:  Android, IOS and a laptop (look for “RooPlayer” in the App store and “RooClick Video Player” in Google Play)


More Information:

To learn more about visit  http://www.rooclick.com/

RooClick Instruction Manual for Educators and Students found at http://www.rooclick.com/docs/RooClickEducationHandbook.pdf

Check out the following articles about RooClick:

Rock Your use of Video as a Teaching and Learning Tool With RooClick

Adobe Voice
instructional technology, iPad, Mobile, Presentation, Share, Video

Make Professional Looking Voice Stories with Adobe Voice

Mendi Benigni

“Adobe Voice is a free iPad app that helps you create stunning animated videos in minutes.”  Just “pick from over 25,000 beautiful iconic images to show your ideas (or choose from photos on your tablet).” Record your voice over the images, one image at a time.  “Set the mood with a musical soundtrack and choose the perfect look with just one tap. Watch your story automatically come alive with cinema-quality animation and share it with anyone online.”

— https://standout.adobe.com/voice/
As I started exploring Adobe Voice I was impressed by how easy it was to use but I wasn’t sure what I would use it for.  However, the more I played with it the more I realized that it has an enormous number of uses.  Adobe Voice allows you to create a slideshow of sorts with icons, Creative Commons images, and text.  You then add your voice to each “slide” as narration.  Finally you embellish your project using themes that control the font, color, and transitions of your slides and background music to set the tone of the project.  When your project is complete you share it by clicking on the Publish button and can easily publish it to the Adobe Cloud as well as social media, email and text.
Student Uses Faculty Uses
Create a biography/autobiography
Create how-to videos
Recount a story
Create an oral history
Promote an event
Create a public service announcement
Promote an idea
Tell what happened
Teach a lesson
Record a lecture
Create a personal introduction
Recount a story
Introduce a new subject
Summarize a chapter

 

What I liked was how easy it was to use.  I also like that it uses Creative Commons images and free music so copyright is not a problem.  The sharing is super easy and the fact that you can share them privately is also very important when working with student projects.

What some may like less is that you can’t add any video.  This isn’t a deal breaker for me and I know that it’s kind of outside the intended purpose of this app.  The fact that you can’t use it without an Adobe ID is a bit of a drag for K12 (esp. K8) students.  Not everyone wants their students to get these types of accounts. There may be a workaround for this but I didn’t investigate it further.  The think that bothered me the most was the lack of ability to make basic changes to the project such as placement and font.  I know for many this could be seen as a positive because it makes it easier to use and a bit more universal but if you are pretty tech savvy and like to control a lot of items in a project this isn’t the app for you.  You can’t control the placement of the image or text boxes nor can you control font or alignment within the boxes.  Again, not a deal breaker, just something to be aware of.

All in all I think this is a great, FREE, app to use as both a student or a teacher.  Unfortunately, at this time it is only for iOS devices and I’m not sure if there is an Android version on the horizon.

Price:  Free
Platform:  iOS only

App Location:
https://itunes.apple.com/us/app/adobe-voice-show-your-story/id852555131?mt=8

Assessment, Faculty Technology Institute, instructional technology, Presentation, TLT, Web 2.0

Assess Student Presentations with Acclaim

Jessica Smith

What is Acclaim?

Acclaim is a web platform which facilitates asynchronous discussion around video content. Students and instructors can add time-stamped comments that link to moments in each video. Each comment is clickable, and once clicked, the video will jump to the relevant moment in the video.  Students can see and respond to comments at any time.

Users add videos to Acclaim in one of three different ways:

  1. By embedding YouTube or Vimeo videos;
  2. By uploading video files stored on a hard drive or mobile device; and
  3. By using the built-in webcam feature to create and upload a video in real time.

Screen Shot 2015-03-16 at 5.09.19 PM

 

How could I use Acclaim?

  1. Assessing student presentations.
  2. Peer evaluations of presentations.
  3. Self-evaluations of presentations.
  4. In flipped classrooms during which students watch video lectures outside of class.

Acclaim would be an ideal tool in courses that involve any type of oral presentations, demonstrations, or performances.

Screen Shot 2015-03-16 at 5.09.48 PM

Why should I use Acclaim?

Watching one’s own recorded presentation and reading evaluations from peers and instructors can be an excellent way to identify strengths and weaknesses, and thus improve one’s future performances.  Self-assessment encourages critical reflection, increased awareness of skills, and goal setting while peer-assessment develops empathy and encourages students to reflect on their own work while evaluating others.

Acclaim provides a free and simple platform that facilitates such self, peer, and instructor assessment.

Cost:  Free

Application:  Web-based; http://getacclaim.com

Faculty Showcase, Information Session, Innovative Instruction, Round Table Discussion, TLT

Giving Thanks for Technology: November Faculty Showcase

Jessica Smith

At our November Faculty Showcase, we gave thanks for the many ways technology makes us more efficient, productive, and engaging instructors.  Special thanks to Kate Pfile, Mary Ann Hartshorn, and Gayle Goudy for sharing their experiences using instructional technologies.  In addition to learning about innovative teaching strategies, we also collected over 34 pounds of canned goods to be donated in time for Thanksgiving.  Thank you to everyone who contributed!

Amy thanks you for your donations!
Amy thanks you for your donations!

During the Showcase, Kate Pfile (HHP) showed us how her students use Popplet (Free; iOS and Web) for a postural assessment assignment.  Popplet is a digital mind-mapping application that allows users to visually capture ideas and make connections between them.  Kate asks her students to take pictures of a friend’s posture, then use Popplet to analyze musculature by identifying the relationships among various body parts.  Popplet can also be used to enhance brainstorming, tease out ideas, plan projects, and organize one’s thoughts, such as when writing a research paper.  Even better, Popplet allows multiple users to collaborate synchronously or asynchronously, so small groups or an entire class could work together.

Example Popplet with Kate's Annotations, made in Goodnotes
Example Popplet with Kate’s annotations, made in Goodnotes

Gayle Goudy (SOTA) shared her experiences with flipping her art history courses.  Flipping has become a hot topic in education, as instructors move lectures outside the classroom while reserving class time for discussion, problem-solving, activities, and group work.  This allows students to accomplish the lower levels of Bloom’s Taxonomy on their own while they work through higher levels of cognitive work with their classmates and instructor.  There are a variety of approaches to flipping your course, whether you want to flip the entire semester or just a handful of classes.  TLT can point you to numerous technology tools that will facilitate this change, including Voicethread and Kaltura Mediaspace.

Kate Pfile and Guoli Liu
Kate Pfile and Guoli Liu

Mary Ann Hartshorn (TEDU) is a TLT Superstar: she presented at both of our Faculty Showcases this semester!  Mary Ann shared how she uses Google Docs for a collaborative annotated bibliography assignment and the OAKS Discussion tool to encourage community-formation.  To read more, check out our recap of the October Faculty Showcase.

TLT’s instructional technologists also had tech tools to share.  Laura Plotts, instructional technologist for LCWA, showed faculty how Haiku Deck (Free; iOS and Web) provides a fantastic alternative to “death by Powerpoint.”  With Haiku Deck, there’s no chance of presenting slides crammed with bullet points.  Instead, the application forces users to keep text to a minimum and use images to tell their story.  If you want students to learn to speak extemporaneously, Haiku Deck can help wean them off of reading directly from their slides.  Because of its eye-catching designs and graphics, it’s also perfect for video lectures, conference presentations, sales pitches, and keynote addresses.

Kaitlin Woodlief, instructional technologist for SSM, shared a tool that allows instructors to collect real-time feedback without the need for student devices.  Plickers (Free; Android and iOS) makes formative assessment and live polling simple.

Students don’t need iPads or smartphones; instead, each student responds by holding up a card that’s printed with a special image that has letters around the sides.  If, for example, the answer to the question is A, the student will turn the card so that the letter A is on top.

The instructor then uses their smartphone or iPad camera to scan the room and capture the cards.  The app registers the student answers which then can be displayed to the room.  For those who worry about their entire class having devices, or those who simply don’t want to bother with students having to log in or register, Plickers may be just what you’re looking for.

Trying out Plickers!
Trying out Plickers!

 

 

 

 

 

 

If you’d like to learn more about any of these tools and strategies, please contact your instructional technologist.  Thank you to everyone who stopped by!  Be on the look-out for our Spring Faculty Showcases, including a few new, exciting events!

three people talking about iPads and Airsketch
1-1-1, Collaboration, Faculty Technology Institute, iPad, Mobile, Presentation, TLT

Guest Post: Using the iPad and AirSketch for In-class Activities and to Facilitate Discussions

Mendi Benigni

Our guest blogger is Faye Hicks-Townes, a faculty member in Teacher Education.

I was a participant in the Summer 2013 Summer FIT.  Initially I was overwhelmed with the sheer number of available apps. Although I must admit I was impressed with AirSketch when I first saw it.  I wasn’t certain how I would use it in class, but I was attracted to the freedom it provided.  I could present, discuss, and highlight material without being tethered to the computer. I have used AirSketch in two types of assignments, a primary source analysis paper and in-class assignments requiring visual representations.

I am teaching a class that requires the use of primary documents for a writing assignment. Students are required to read and interpret primary source materials to respond to questions on the history of education in Charleston and the Lowcountry.  To help introduce my students to this type of material and I wanted to work with them as a group to facilitate discussion.  AirSketch fit this role perfectly.  The primary documents the students are using are located at the Avery Center and available on line in digital format.  I was able to download some of the material to use in class.  The material includes diaries, interviews, and minutes.  Many are handwritten. After downloaded examples, I was able to take pictures of the documents to share with students by using AirSketch.  To use AirSketch, I just had to open the app and type in the displayed URL into the computer in the classroom.  It was very easy and quick.  I then chose the document that I wanted to use.  Once I had the document up on the screen, I could walk through it with my students.  It was also easy to select a writing tool to highlight or circle specific information for discussion.  As the students asked questions or responded, I was able to give them my tablet so that they could also highlight or circle information.  The students did not have to get up from their seats and go to the front of the class.  They could respond, ask questions, or discuss while highlighting or even writing on the material on the screen.  I liked being able to focus on sections of documents by highlighting and circling.  The students and I had clarity throughout the discussion and were able to easily address areas of concern.

Using the iPad’s camera and mini scan was easier than making copies for students and it was very useful in facilitating discussion.  The students were more involved and I found it easier to interact with them.

I plan to continue to use the app for classroom presentations.  It is very easy to use and that’s definitely a plus for me.

This spring I have also begun to use AirSketch for classroom activities.  When we discuss philosophies, theories, and perspectives, I often ask students to create a visual representation of their views or their interpretation of others’ views.  For instance, I may ask them to create a visual of behaviorism or progressivism. In the past I have used ELMO to display these visuals.  It was a hit or miss.  Sometimes it worked well, other times, not so well. Now I have begun to use AirSketch.  I can take a picture of the student’s visual and display it.  The student can, from his/her seat, discuss the visual, and even make changes as the discussion continues.  The students do not have to present from a finished product.  They can create as they explain their thoughts.  I have found that some students are more comfortable sharing when they do not have to stand before the class.

I am pleased with AirSketch because it is easy to use and an effective tool for discussion and presentation.  I’m certain I will continue to find uses for it in my classes.  The only drawbacks I have experienced now are not being able to zoom in on sections of the pictures.  At least I haven’t found out how to.  I would also like to be able to use the keyboard instead of the pen.  Overall, AirSketch has been a useful addition to my class.

Dr. Kelley Mayer White
1-1-1, Assessment, Collaboration, Faculty Technology Institute, instructional technology, Mobile, Presentation, TLT, Video

Guest Post: Comparison of two video projects in an undergrad and a grad class

Mendi Benigni

Today our guest blogger is Dr. Kelley White, Assistant Professor in Teacher Education.

I was fortunate to have the opportunity to attend the summer 2013 FTI (Faculty Technology Institute).  It was a great experience for many reasons.  I met and collaborated with new colleagues and learned about several new tools that could enhance my teaching and research.  Based on what we learned about video projects, I decided to require students in two different courses to create videos as part of their final projects in the course.  In both classes, students were required to choose a topic of interest, read research on the topic and write an annotated bibliography.  Then, they were to choose an audience (parents, children, elementary school teachers, or community members) and create a video to share what they learned about the topic in a meaningful way.  I used a similar assignment in the past, but often simply required students to present their work using PowerPoint for the final presentation.  After seeing what other colleagues had done with video, I thought using video might challenge my students to present their work in a more creative way. I was particularly interested in how they would create the video with specific consideration of the audience they selected. A majority chose to make videos for parents or teachers, but I had one create a video for young children.

As far as tools go, I gave the students the choice of using iMovie, MovieMaker, VoiceThread or Splice, but a majority of the students chose to use iMovie. Honestly, I did not provide a whole lot of support to them in class in regards to use of technology or in creating the videos beyond providing them with a rubric. I did make myself available for individual meetings if needed, but very few requested them.  The majority of the rubric focused on evaluation of video content, implications and consideration of audience, but I also evaluated creativity, editing and video construction. Looking back though, the rubric needed to be much more specific in differentiating levels of quality in regards to “good editing” and “smooth transitions.” It’s also important to note that this criteria was worth only 15% of the grade on the project so it may have needed to become a more significant portion of the grade in order for students to better understand its importance.

As mentioned previously, I used different versions of this project in both a freshman class and a graduate course. In the freshman course, students worked collaboratively to create the videos.  In the graduate course, it was an individual assignment and the requirements for topic selection, length of video, annotated bibliography and sources were more rigorous.  As you might expect, the projects were fairly different in quality. The freshmen did not seem to be as concerned with quality of the video.  Several had major problems with audio and transitions. Whereas it was obvious that most of the graduate students spent a good deal of time editing and polishing their work.  The graduate students were also much more thoughtful in their consideration of audience and in how they integrated research and theory.

If I were to do this again, I would provide more support across the semester to the freshmen in particular.  I would require them to check in with me at least once prior to the end of the semester with a detailed plan for the video. Perhaps, requiring them to plan their video using a storyboard and incorporate it into their grade. I also would take more time to better review my expectations for quality of the video (beyond what I included on the rubric), show more examples, and spend more time in class teaching them how to appropriately edit.  Finally, I would also consider requiring use of a specific tool (Splice, for example) so we could troubleshoot and discuss video construction and quality together as a class.  Overall, it was a good experience for me and for the students and I would definitely try it again.

Rubric available upon request

iPad

App for creating presentations

Laura Plotts

Looking for an app to create a PowerPoint type presentation all on your iPad?   Then checkout Haiku Deck.

Haiku Deck is the simple new way to create  presentations.  Sort, select, and import multiple images in one step from your iPad’s Camera Roll or Albums.  Automatic image attribution and sizing for Creative Commons and Getty Images saves time. It is a free and easy app that you can share via email, Twitter, Facebook or embed in your blog or website.

For a list of more apps for creating presentations, please see our iPad matrix.