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Sanako Study 1200 controlled web browsing–strict policy

2012/04/18 Leave a comment
  1. View an sanako-webbrowsing_Thumb 80-seconds screencast showing how a teacher can set up a student activity where students are only allowed to access on web site.
  2. In this example, the website is a common dictionary: http://www.dict.cc which the student will be allowed to access during an exam (in lieu of a paper dictionary policy).
  3. Never mind that the voiceover is partially in German – the video should be self-explanatory. If not, here is a written step-by-step on Sanako controlled webbrowsing.
Categories: audience-is-teachers, classroom-management-system, documentation, e-learning, Presenter-Computer, Screencasts, Student-Computers Tags: ,

Protected: Spring 2012 Faculty Workshop I: How to ease your end-of-term oral assessment burden with the help of the LRC Moodle Kaltura and Sanako Study 1200 oral assessments

2012/04/06 Enter your password to view comments.

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Categories: Absolute-Beginner, Advanced, Arabic, assessments, audience-is-teachers, Beginner, classroom-management-system, English, Farsi, French, German, Greek (modern), Hindi, Intermediate, Italian, Japanese, Korean, lms, Mandarin, multimedia-recording, Polish, Portuguese, Russian, Screencasts, service-is-assessing, service-is-evaluating-learning-tools, service-is-learning-materials-creation, service-is-training, Slideshows, Spanish, Speaking, Swahili, workshops, Yoruba Tags: , , ,

How a teacher uploads a video resource to Moodle using Kaltura

2012/03/20 Leave a comment
  1. Moodle Kaltura facilitates making segments of video (created from e.g. source DVD with the video editor of your choice) available for film studies classes, within the bounds of Fair Use and the Teach Act, since it makes video 
    1. easily available (streamed to anywhere where Adobe-Flash runs),
    2. but only to those who have an account in the Moodle installation and are registered for the course
  2. In addition, access to the video segments can be restricted further (by choosing from the management options that Moodle affords),
      1. only to the teacher, for display during face-to-face teaching)
      2. only during a time window, for timed assignments.
  3. Here is a (somewhat longwinded, but authentic) demonstration of how to make a Kaltura video resource available through a Moodle course.
    1. The demonstration includes the server-side encoding which happens only once during teacher upload – you do not have to wait for it to finish, just if you want to check immediately, like I do on the example whether your upload went through.
Categories: documentation, e-learning, Film-studies, lms, Screencasts, service-is-evaluating-learning-tools Tags: , , ,

Download WordPress blog post overview into Excel table

2012/03/15 Leave a comment

See what I mean: Downloading and browsing the full content XML is of course more powerful than this.

Categories: blog, documentation, Screencasts, service-is-documenting Tags: ,

Face-to-face-teaching exam using Sanako Study 1200

2012/03/01 Leave a comment
  1. Sanako Exam is an add-on at additional cost and not currently available in our setup.
    1. Sanako Exam teacher-created content is stored locally, file management beyond that is up to the user. This makes such polls less portable, but potentially sharing within a department might be easier.
    2. Student Results can be identified by student, and saved.
  2. View here a screencast demo of how a Sanako Exam can be
    1. authored and
    2. deployed.
Categories: audience-is-teachers, classroom-management-system, documentation, e-learning, Institution-is-Aston-University, Presenter-Computer, proposals, Screencasts, Student-Computers, Study-program-is-any Tags: ,

Replace clickers with students’ phones using PollEverywhere.com

2012/02/29 Leave a comment
  1. polleverywhere-with-sms
  2. PollEverywhere.com allows teachers to set up polls with answer options that students choose by sending a number code as text message.
  3. Pro’s
    1. Freemium.
    2. Low- to No- university infrastructure requirements. Best-used in a non-computerized classroom or during startup time of students’ computers.
    3. Content can be managed online.
  4. Con’s
    1. Freemium:
      1. “You get what you pay for”. “You may be the business”. What happens with your data
      2. Not free for students unless you consider a phone plan that comes with unlimited texts free. With increasing use of other messaging options over SMS, that may be not a given even if you deal mostly with an affluent student population.
    2. Low- to No- university infrastructure requirements:
      1. you are relying on students providing the infrastructure. Are they better keeping their phones in service  (on them, charged, turned on) than we are keeping our computer labs up and running?
      2. you are relying on mobile network operators, including the choices of operator that your students made.
    3. Anonymous: Not useful for assessment purposes.
    4. The number codes are long (6 digits, while 1 could be sufficient).
  5. Competitors
    1. The university has a clicker infrastructure which is partially outsourced to students (purchase and bring).
    2. The LRC has a Classroom Management system infrastructure which supports clicker-like activities.
      1. Sanako Study 1200 comes with Live Feedback and Voting.
      2. NetOp School comes with an examination/polling feature also.
Categories: audience-is-teachers, documentation, e-learning, mobile-phones, Screencasts, Student-response-systems-AKA-clickers, Study-program-is-any, websites

How a teacher best adds cues and pauses to an mp3-recording with Audacity to create student language exercises

2012/01/25 1 comment
  1. The first screencast example uses insert tones and a gut amount of pause, for an interpreting exercise, into an authentic German political speech
    1. 1:00 search for a break (button: play/stop  – pause prevents edits)
    2. 1:05 move the cursor to the break (mouse left-click on timeline)
    3. 1:20 insert a pause (menu:Generate / Silence )
    4. 1:25 zoom in (button:magnifying glass, CTRL + mouse scroll wheel)
    5. 1:45 generate a tone (menu:Generate / Noise), change the duration
    6. 2:10 do not replace the selection
    7. 2:20 use undo, just like in MS-word and other programs
    8. 2:30 move the cursor to the start of the selection (mouse left-click on timeline)
    9. 2:40 generate a tone (menu:Generate / Noise)
    10. don’t forget to review results before distributing to students
  2. the second screencast example, of post-editing a questions/response exercise in ESL, takes the amount of pause inserted from the recorded teacher instruction for the student, and uses copy/paste to speed things up even more.
  3. You can also only insert tones and not pauses, as in the 3rd screencast, and allow the students flexible pause lengths, if you can rely on the Sanako Student recorder Voice insert. Or if you must, let students use audacity for recording also, and have them learn how to move the recording cursor around manually, and throw away the source track.
Categories: documentation, e-languages, Listening, Media, Screencasts, service-is-learning-materials-creation, Speaking Tags: , ,

How to record your speech with Audacity

2012/01/11 Leave a comment
    1. For a cut-and-dry recording session, the LRC has a simple instruction on
      1. Recording_an_MP3_Audio_File_Using_Audacity_in_the_LRC here.
      2. Uploading an mp3 recording into a Moodle Forum here.
    2. For more advanced editing with Audacity, I have a detailed screencast here.
Categories: audience-is-language-learning-center-staff, audience-is-language-learning-center-temp-staff, audience-is-students, audience-is-teachers, documentation, e-languages, lms, Screencasts, Screenshots, service-is-learning-materials-creation, software Tags: , , ,