- Getting Through Your First Video Alive - Video Survival Course
- Basics: Setting Up to Shoot Video
- Basics: Syncing Audio and Video
- Basics: Recording Your Screen
- Basics: Writing and Using Scripts
Check out their videos HERE!
Showing posts with label courses. Show all posts
Showing posts with label courses. Show all posts
Wednesday, October 24, 2018
Free Online Video Creation Courses!
TechSmith Academy offers free online courses to assist you in the creation of videos. A few examples are:
Wednesday, January 6, 2016
Create a PDF eBook with Google Slides!
From ditchthattextbook.com, here's a great way to create your own eBook for students using Google Slides!
Matt Miller has also written an eBook on how to create your own PDF eBook:
Great for online courses, face-to-face classes or flipped classrooms.
Check it out!
Friday, July 31, 2015
Three Great Icebreakers for College Courses
Syllabus Quiz
Create a quiz on your syllabus (ex. “The first assignment is due on _____” or “The final exam counts as ___% of my final grade”). Have students work in pairs or small groups to answer the questions. You can then review the questions as a large group or just ask students if they have questions about the syllabus. (Harrington Instructor’s Manual, 5)
Create a quiz on your syllabus (ex. “The first assignment is due on _____” or “The final exam counts as ___% of my final grade”). Have students work in pairs or small groups to answer the questions. You can then review the questions as a large group or just ask students if they have questions about the syllabus. (Harrington Instructor’s Manual, 5)
Plagiarism and Cheating
Students need help understanding these concepts. Have students pair up and come up with their own definition of these terms and then have them identify examples of each. The examples can be shared and discussed with the entire class. Students can compare their definitions to those described in the book. (Harrington Instructor’s Manual, 9)
Students need help understanding these concepts. Have students pair up and come up with their own definition of these terms and then have them identify examples of each. The examples can be shared and discussed with the entire class. Students can compare their definitions to those described in the book. (Harrington Instructor’s Manual, 9)
Class Summaries
At several points throughout the class (every 15-30 minutes), stop and ask students to write a brief summary of what they learned so far. Do not allow them to use any course materials—it is a retrieval exercise. They can then share this with a partner. Give students an opportunity to ask questions about concepts that are not clear. Discuss how students can build in these mini-reviews into their routine as they read and study at home. (Harrington Instructor’s Manual, 28-29)
At several points throughout the class (every 15-30 minutes), stop and ask students to write a brief summary of what they learned so far. Do not allow them to use any course materials—it is a retrieval exercise. They can then share this with a partner. Give students an opportunity to ask questions about concepts that are not clear. Discuss how students can build in these mini-reviews into their routine as they read and study at home. (Harrington Instructor’s Manual, 28-29)
Reference: Harrington, Christine. 2016. Instructor’s Manual for Student Success in College: Doing What Works!, 2nd ed. Boston: Cengage Learning. © 2016 Cengage Learning.
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