How to Get the Most From Think - Pair - Share Infographic Think-pair-share is an instructional strategy where the teacher stops lecturing and asks students to consider a question (think), turn to a partner (pair), and discuss their response with the partner (share). The How to Get the Most From Think - Pair - Share Infographic explains what’s so great about Think - Pair - Share and how you can get the most from it! What’s so great about Think - Pair - Share? It breaks content into bite-sized pieces. The brain can only process so much at one time. To learn material, you need to interact with it. Think-Pair-Share offers a quick way to do that. It gets students active. It takes them out of "sitting and getting" mode and puts them into talking mode. Verbally processing the material creates new pathways for learning it. It provides novelty. Talking with a peer is a unique experience with the content; this makes it more memorable. It allows for formative assessment. If you listen as students talk, you can immediately gauge who gets it and who doesn’t. It requires almost no prep. You can literally call for a Think-Pair- Share any time, with nothing planned in advance. Getting The Most From Think - Pair - Share? Explain why you’re doing it. Tell students about the benefits of the strategy: You’ll get more buy-in and better participation. Set up pairs ahead of time. If partners are chosen before you start, everyone will be ready when you ask the first question. Select a "Person A" and a "Person B." …or whatever you want to call them. During the share, announce whose turn it is and switch halfway through. This ensures equal participation. Ask a specific question. Give students some direction about what they should discuss. If you just tell them to talk, the conversations may lack quality. Listen. Instead of checking e-mail or tuning out, circulate and listen to student discussions. You’ll get valuable information about student understanding and keep them on task. Debrief. After pairs discuss, call on a few to share with the class. Via: www.cultofpedagogy.comThe post How to Get the Most From Think - Pair - Share Infographic appeared first on e-Learning Infographics.

The University has now updated all its lectern software to TurningPoint v5 (image1). image 1. TurningPoint 5 interface Those that have used this system before will notice that the new interface is different to the previous version and now incorporates a three in one software package. ‘PowerPoint Polling’ is the most commonly used ‘TurningPoint’ application, but I would urge users to check out ‘Anywhere Polling’, which can be used with any software or interface and will give you more flexibility when using this system. Finally, one of the strengths of this particular system is the user ability to test the software and presentation locally by using a simulation mode (image 2) and without the use of the Personal Response System (PRS) equipment (the clickers - image 3) image 2. Simulation mode dropdown image 3. Clicker & Dongle (receiver) Here are a few links which you may find useful when using these devices: You can download the latest software (TPv5) from here: http://www.turningtechnologies.com/responsesystemsupport/downloads You can find ‘TurningPoint’ support pages here (tutorials etc): http://www.turningtechnologies.com/responsesystemsupport/producttraining/new_tutorials.cfm Here are a few YouTube videos I found interesting, but there are many more if you search online for them: Getting started with TurningPoint - An instructors view (duration 2m 34s)  - http://www.youtube.com/watch?v=Wcy4_DlkbOY&feature=relmfu Dr Eric Mazur - Turning lectures into learning - Keynote… (duration 1hr 7m - this is long I know, but he does raise some valid points) Dr Mazur makes use of TurningPoint ‘Anywhere Polling’ in his keynote http://www.pearltrees.com/#/N-s=1_3638920&N-fa=3577358&N-u=1_411048&N-p=56623531&N-play=1&N-f=1_3638920 If you would like to tryout TurningPoint, or use it with your own students, then contact the Learning Technology team who have 80 clickers for testing purposes. Contact details: The Learning Technology team Room 105, 3, Endsleigh Place. Phone: 01752 587600 E-mail: TEL@Plymouth.ac.uk

As Quincy Jones once remarked, "I’ve always thought that a big laugh is a really loud noise from the soul saying, "Ain’t that the truth." That said, Edu-fun Friday is a series devoted to adding some humor to the lives of teachers who visit this blog. After all, there’s nothing better than ending the week on a positive note! Plus, do we have the best topics to provide us with some comic relief or what? But I bet they’d like to try! A shout out to artist Randy Glasbergen for this week’s edtech humor!

One of the problems of working in a large organisation is linking events and knowledge between departments and sharing best practice. Without having a protocol for absolutely everything, and enabling creativity and innovation to take a forefront in how we work, how can we collaborate and form these links between staff students, between schools and faculties to be a better, stronger, more efficient university? I’m not saying I have the ultimate answer to this, but  have been demonstrating software to groups within the university to enable collaboration, and the possibility of using social media for this has been a discussion point in the learning technology office for some weeks. So on this topic I ask the question - What do we want collaborative software to do? Is it simply a place to put information? or to communicate? to demonstrate, or to search for information? or all of these? Whatever your needs, currently we are trialling using google + and google drive for collaboration and I have put together the following presentation as a handy help guide for sharing documents and video conferencing. Google + basic from theresacompton If you are using google + and would like help or if you have questions about anything in the presentation, please contact Theresa Compton, Learning Technologist.  

6 Bad Digital Habits and How to Beat Them Infographic As much as technology and the internet have benefited us, they’ve also created some really bad habits. The 6 Bad Digital Habits and How to Beat Them Infographic presents the most common ones, and how you can kick them. 1. Bad Email Etiquette Why it’s bad: If you work in an office, bad email etiquette - such as requesting read receipts, or ignoring emails completely - can frustrate your colleagues. Did you know? ‘Ping-ponging’, or rapid replies to office emails, is the most annoying habit according to a Kingston University study (2011). Emailing out of hours isn’t helpful - try saving the message till the next day. How to stop it Keep email content in sync with the subject line - making it easier to find later. Get to the point quickly - use separate emails for multiple requests. 2. Being Glued to Your Phone Why it’s bad: Excessive phone use can lead to sleep disorders and depression. Did you know? Over 20% of Americans believe their mobile usage causes marital conflict, according to a TIME study (2012). 17% of users check their phone at a meal regardless of company, according to the same study. How to stop it Turn it off - if that’s too hard, stop using your phone or other gadgets in or before bed. Set up custom alert profiles - this phone feature vets your notifications to avoid needless distraction. 3. Obsessive Gaming Why it’s bad: Like other stimulants, gaming - particularly online gaming - can be hugely addictive. Did you know? 9% of children are addicted to gaming, according to an American Academy of Pediatrics study (2011). 46% of online gamers play Massively Multiplayer Online Role-Playing Games (MMORPGS), making it the most popular online gaming experience. How to stop it Set time limits - modern consoles have password-protected controls to limit gaming time. Alternatively, try finding a walkthrough or cheats for the game online. That way, you’ll complete it quicker. 4. Social Media Why it’s bad: If used wrong, it can be a huge waste of time. 121 billion minutes were used up on social media sites by Americans in July 2012! Did you know? 40 minutes a day - the average time Americans spend on Facebook. That’s over 243 hours a year. 500m tweets are sent each day by Twitter’s 271 million active users. How to stop it Delete or deactivate your accounts - or just let them drift off into obscurity by posting less often. Download StayFocused - this Chrome app cuts off access to time-wasting websites. 5. Pornography Addiction Why it’s bad: It’s claimed that watching online porn can lead to issues with secrecy, depression, anxiety and relationship problems. Did you know? 64-68% of young adult men view porn at least once a week 9% of porn viewers have tried unsuccessfully to stop. How to stop it Consider joining Reddit’s ‘NoFap’ community - an online meeting place for people who abstain from porn. Alternatively, use internet filters as a deterrent from seeking out pornography. 6. Failing to Back up Data Why it’s bad: Your computer and devices aren’t bulletproof. Malware, power surges, hardware failures and natural disasters can all leave you without your precious files. Did you know? Only 23% of small to medium-sized businesses (SMBs) back up data daily. 50% of SMBs only start backing up data after a catastrophic loss. How to stop it Create physical backups - copy all of your music, videos, documents and pictures on to a hard disk. Alternatively, back up all your devices on an online storage ‘cloud’. Whether you’re a gaming addict or glued to your phone, don’t let bad habits take over your life. Follow these tips and you can end your digital-dependence. Via: www.studyweb.comThe post 6 Bad Digital Habits and How to Beat Them Infographic appeared first on e-Learning Infographics.

Made a video but only want to share it with a limited audience? Want your website to be the only place your film is viewable on the web? Take a look at this lovely presentation for step by step instructions on how to privately share your videos using You Tube. YouTubebasics from Theresa Compton If you have any questions or need any help with this feel free to contact Technology Enhanced Learning & Assessment at tel@plymouth.ac.uk.

Plymouth University have created a guide for students who are having difficulty setting up and accessing their University e-mails on their iPhone, iPod or iPad. If you are a student in this situation, please view Plymouth University’s ‘how-to’ guide on setting up e-mail on your iPhone, iPod & iPad.

Check out the infographic below for an interesting look at some data related to the perceived crisis on the educational scene as well as the latest trends—technology game changers such as the use of Web 2.0 tools, social media and blended learning movements—that could potentially resolve some of the issues. Of course, this Geeky Girl most definitely thinks technology—when integrated thoughtfully—can impact the teaching and learning process in ways never before possible. Not only can it meet the demands and increase learning opportunities for all learners, but tech tools and resources can also reduce costs without sacrificing instructional quality. What do you think? Feedback and comments are always welcome! A shout out to TopMastersInEducation.com for creating and sharing this informative visual.

The Most Exciting Summer Internships Infographic A summer internship can provide valuable workplace experience and access to industry professionals who may become great contacts in the future. The Most Exciting Summer Internships Infographic shows which companies offer the most exciting summer internships. NASA Available to high-school juniors through graduate students attending full-time accredited programs relevant to the NASA internship. Interns will engage in scientific/engineering research, development, and operations activities. REQUIREMENTS: US. Citizenship. Major in a relevant field. GPA of 3.0 for college-level interns. Marvel Entertainment - "ART RETURNS INTERNSHIP" Available to full-time undergraduates. Interns will help file and mail documents that organize and process original artwork from Marvel Comics artists. Must be proficient in Excel and Word. Rock and Roll Hall of Fame and Museum Available to currently enrolled college sophomores through graduate students. REQUIRED SUBMISSIONS: Cover, letter and resume. Letter of reference or recommendation from a professor in your field. Personal statement as to why you should be considered. Allhiphop.com Available to currently enrolled undergrads, graduate students, as well as non-students. REQUIREMENTS: Urban music and culture Marketing Business Development Social Media Communications Letter from your college or university confirming that you will receive school credit. Excellent computer skills and strong organizational skills. Photoshop, FinalCut, iMovie, PowerPoint, Keynote, and Excel skills a major plus. Applicants with photography/video skills will be given special consideration. Wildcare.inc - "SUMMER WILDLIFE INTERNSHIP" Available to undergraduates interested in the care and treatment of injured/orphaned wildlife. Must be able to work 20 hours/week from May to August. Internship is unpaid. Disney - "DISNEY COLLEGE PROGRAM INTERNSHIP" Available to undergrads and graduate students of all majors who are currently enrolled in an accredited college or university and who have completed at least one semester. Must be at least 18 years old. INTERNSHIP ROLES: Attractions Main-entrance operations Custodial Guest relations Guest research PhotoPass photographer Resort transportation and parking Parking cashier Ticket taker Hopper All internships take place at Walt Disney World theme parks and resorts MSNBC - "NEWSROOM INTERNSHIP" Available to currently enrolled college sophomores through graduate students with interests in careers in media or broadcasting. REQUIREMENTS: Must be at least 18 years old. Must have knowledge of politics, history, and current events. INTERNSHIP ROLES: Work with Senior Producer performing production assistant functions such as: Answering phonesLogging/retrieving tape Researching story ideas Printing scripts Collaborating with Digital Media Intake Department Nike Inc. - "DESIGN INTERNSHIP" Available to full-time graduate students fill concentrating in apparel/fashion, textile, product, interactive/digital, graphic or architecture design. REQUIREMENTS: Must be skilled with design programs. Must demonstrate excellent communication, organization, and project-management skills. TWITTER - "PRODUCT MARKETING INTERNSHIP" Available to undergrads and graduate students pursuing degrees in computer science, economics, business administration, or the equivalent. Must have experience with database query tools. INTERNSHIP ROLES: Video production and editing. Partnership management. Content management. Research and software development. Facebook - "PRODUCT MARKETING INTERNSHIP" Available to graduate students who can understand and help optimize Facebook’s service value chain to both advertising agencies and companies. REQUIREMENTS: Strong interest in sales. Flexible thinking and ability to work collaboratively. Excellent time-management Ability to reach and influence decision-makers. Willingness to succeed. Desire to make sales/service teams more effective and efficient. Nordstrom Inc. - "VISUAL STYLIST INTERNSHIP" Available to college juniors and seniors with experience in merchandising and visual styling. REQUIREMENTS: Must thrive in a fast-paced environment. Have strong organization skills. Ability to quickly learn new processes and procedures. INTERNSHIP ROLES: Learning the art and business of visual styling through hands-on experience. Building store visual displays and window presentations. Creating promotional displays that show off latest merchandise. Instagram - "FASHION AND ART COMMUNITY INTERN" Available to undergraduates. REQUIREMENTS: Passion for social media and emerging trends Strong knowledge of emerging creative on Instagram. INTERNSHIP ROLES: Assist the Community Lead in day-to-day projects relating to fashion and art community members. Google Inc - "SOFTWARE DEVELOPER INTERNSHIP" Available to full-time college sophomores through graduate students pursuing degrees in computer science or related technical fields. INTERNSHIP ROLES: Test engineering. Site reliability. Product and systems development. Via: www.campusbooks.comThe post The Most Exciting Summer Internships Infographic appeared first on e-Learning Infographics.

Massively Open Online Courses, or MOOCs as they are better known as, are becoming ever more popular.  Academic institutions offer course materials at no cost to the students over the Internet.  This has lowered the threshold for attendance, bringing education to the masses resulting in tens of thousands of students registering and attending these online courses. Will this be the future of education for the masses or it is just a means for which institutions can provide tasters for potential paying students? The Concept Massively: To give an understanding of how massive these courses are, one course can have 40,000+ students worldwide; this is more than every student on every course that Plymouth University currently offers.  Due to the vast number of students that sign up for these courses a number of institutions have opted to host their materials via a dedicated MOOC provider to minimise the impact on their university’s infrastructure. The 3 main providers are Cousera, Udacity and EdX. Open: it is free for the participants to take the course and the work created by the students is shared.  Some institutions will, however, charge for any accreditation associated with the course. Online: Internet connection is vital, as the entire course exists online, there is no physical space that the students are expected to attend. All of the content has to be pre-prepared, including help guides and explicit learning outcomes, as to minimise student support needs. Thorough planning is essential. Course: MOOCs are short, typically around 6 weeks duration. Rather than simply accessing content on the web, the content is divided up into weekly tasks. This guides the students as to what they will be expected to cover/produce as part of attending.  Apart from having set weeks the students are not expected to engage with the content at specific times.  Students are required to submit for the final assignment.  One means of dealing with a large number of assignments is to use peer review. This is by no means a new concept, the term was coined in 2008 and many universities already offer a range of these open courses most notably Stanford University and MIT. Want to know more? Videos What is a MOOC?  by Dave Cormier (YouTube) Success in a MOOC by Dave Cormier (YouTube) Daphne Koller: What we’re learning from online education  (TED.com) Websites Me and my MOOC (the one that failed) By Flea Palmer (Blog) What is a MOOC? JISC (webinar) Edward Bolton’s experience as an end user I found the MOOC a most invaluable experience. The topic was "E-Learning and Digital Culture" and being an e-learning professional I thought that this would be a good place to start my first MOOC. I thought that the content would be familiar to me and I could find out how these MOOC things work. The content was nothing what I expected and this opened my eyes to a vast range of different sources and perspectives that I had not previously considered. This is one I found particularly interesting: Johnston, R (2009) Salvation or destruction: metaphors of the internet Even though I knew about MOOCs the actual experience was a lot different to what I was expecting.  I thought it would be more directed with pre-recorded lectures and tasks for each week (although some MOOCs do work like this) the course I attended consisted of collaged videos and reading materials with suggested activities. Students were prompted to contribute via Twitter, blogging and discussion forums. These activities were not compulsory and gave the students opportunities to reflect, collaborate and discuss in a medium that best suited them. I found this YouTube video (Amy Woodgate) describing what it felt like to be part of a MOOC.  I have taken two quotes from this video that resonated with my experiences of the MOOC: "Like shouting out in a crowded railway station trying to make myself heard over 40,00 others." Celia Popovic "This course feels like an ocean so I’m making myself post this comment as a way of dipping one toe in the water." Ellie Kennedy One thing that the course should have facilitated or at least suggested that students should do; is to put themselves into groups. The reason being was that all of the discussion forums had pages and pages of entries with only the first few being responded to. As a result if you weren’t the first to contribute to a certain discussion you did not feel that you could be part of the conversation as your post was sent off into the ether never to be seen again (even by you!). As a result I found that I was engaging with the material but I saw little or no point contributing to the site, which has probably had an effect on my learning experience.   This does not however mean that I will never engage in a MOOC again, it just means that I now know how to act when I next attend one.

Are tablets just shiny toys or can they be used in a professional work environment? Google Drive, a free cross platform mobile and desktop application, provides way for people to take work with them without the hassle of emailing copies. This software also boasts a synchronous collaborative work environment.  Above all tablets should provide functionally and convenience whilst on the go, but does Google Drive provide what you need? Try Google Drive for yourself and search "Google Drive" in the iOS and Android stores. There has been much debate about the functionality of a tablet and if it is appropriate for work life. The main issue with tablet devices is being able to access and edit documents particularly when later accessing the same document on your desktop. This is important when a user is away from their desktop, typically at a meeting or traveling. A way of getting around this was to email the documents to yourself, edit it on the tablet and email the edited version back. This usually results in time wasted managing versions and clearing one’s inbox. Utilsation of cloud services would provide users’ access to their documents regardless of their location and device.  There is still a lot of development regarding connecting these cloud services with mobile editing applications. Dropbox appeared to provide part of the solution by keeping a copy of the most up to date version of a document on all devices, but due to licensing there is no ability to edit the document, only to view it.  Editing would require that the document be opened in another application, invariably creating more duplicates of the same document. Google Drive appears to be a step closer to integrating documents, the cloud and mobile devices. With the Google Drive app, available on both iOS and Android, users can edit documents on the go knowing that they always have the most up to date version. What are the benefits? Live online collaboration: Documents can be shared with others thereby allowing multiple editors to shape a document providing an effective means of collaboration. This video demonstrates a time-lapse example of live collaboration. Not only is there live collaboration but this works cross platform; users can be editing simultaneously from their iPads, smart phones, android devices and desktop computers, all being able to edit and see the edits of others in real time. Stores version history enabling documents to be reverted if accidental deletes are made. Ease of sharing:  Google drive is designed to add collaborators, anyone with a Google account can be added. View only links can be sent out or it can be made public on the web. No matter who is editing and where it is being edited from there is only ever one copy of the document. (Copies can be made and a version history is kept.) Collaborative discussion amongst editors, across platforms. What are the constraints? This software does require a constant Internet connection to edit files, not necessarily a problem in a meeting but potential problems can occur when traveling on a train where mobile Internet comes and goes. Having tested this personally it does not require much of a connection to work. Google Drive employs live saving so if the Internet connection does go down then you know that the document is safe. Limited editor in the mobile version; the text editor is simplified in comparison to Microsoft Word, so don’t expect to create wizzy graphics, but for most simple documents it has good functionality (these include; fonts, bold, italic, underline, alignment, bullet points and indentation). The web based interface does have significantly enhanced functionality. Mobile versions only allows the creation of text documents and spreadsheets (presentations can be played). Other points Google use their own file format, when downloading the file users will be given the options to convert it into PDF, Microsoft Office or Openoffice documents. Google Drive in Higher Education Having discussed this technology with the academic community, there are a number of ways they are using it. Supporting meeting documentation. For all those who do not have a tablet device and still rely on paper in meetings/lectures/seminars, a good way of giving access to Google Drive documents is to put a "bit.ly" (shortened web link) at the top of the printed off document.  This will then provide a student or staff member the ability to access the document and see any updates that have subsequently been made as a result of the meeting/lecture/seminar. Promoting continual engagement among students, especially useful for continuing a seminar. For example giving students access to a document that they can contribute to collaboratively in the seminar as part of completing a task (assuming each student has access to the internet). Each student then has access to that document after the seminar has finished and may continue to collaborate and update it. Data privacy: A cautionary note that applies when using cloud software The majority of companies that provide cloud storage have their main offices in the United States.  This means that when you save your data to the "cloud"  it is probably being sent to a data storage centre in the United States.  The United States less stringent regulations on how personal data is stored that the EU, therefore subject to more abuse.  On top of this all data stored in the United States is subject to the USA PATRIOT Act  meaning that their government can scrutinise the data without court order or warrant. So what about data stored within the EU?  If you were instead where to use the services of Google UK or Mircorsoft UK this would mean that data would be stored within the EU.  To deal with data privacy issues the  EU and US have come to an agreement when data needs to be sent back to the main office (in the US), it is protected to the EU minimum standard (Safe Harbo(u)r).  Unfortunately once the data enters the US it is still subject to the USA PATRIOT Act. It is my opinion that these risks are almost unavoidable when using cloud solutions, and for me the benefits outweigh the risks. My personal advice is to ensure that you do not breach any of the EU’s data privacy legislation is to not store any personal information of others on any cloud service. Further Reading: Safe Harbor: Why EU data needs ‘protecting’ from US law Patriot Act can "obtain" data in Europe, researchers say    

Looking for a way to provide your students with an opportunity to demonstrate creative expression in the learning process? Then check out the Magazine Cover generator located within the suite of utilities available via Big Huge Labs, a Web 2.0 mashup tool that combines images, media and information from multiple sources into a new creation. Whether you would like your students to create a cover page for an essay or show their knowledge regarding a particular topic—characters from a novel, a historical time period or figure, an element from the Periodic Table or a math concept—the Magazine Cover option encourages them to focus on "big ideas" through the use of headlines. Completing an activity of this nature—writing that is short, concise and to the point—reinforces main idea and summarization skills while promoting inquiry and deeper thinking. In addition, locating an image that accurately depicts a specific subject is also a critical thinking skill in itself. So, enough already about why you should seriously consider integrating this powerful tool into your classroom. Check out the customized covers below to actually see why you should do so! Created for a Grade 6 Social Studies class as a culminating activity/assessment tool to summarize the most important information learned about Ancient Egypt. Created for a Grade 4 History class to highlight information about an upcoming unit on Colonial Life. Created as a cover page for a Grade 6 autobiography project. Classroom Connection: I think I pretty much used all of my persuasive powers above to try to convince you of the value of utilizing the Magazine Cover tool with students, but in the event you need more justification, here are a few more reasons to add this resource to your tech box: The more content is manipulated, the more likely it is understood and remembered—especially when visual literacy skills are added to the mix to extend learning. Besides that, the Magazine Cover utility requires students to use both the right and left side of the brain while utilizing a tech tool. And if you’re looking for an extension activity, have students use one or more of the headlines from their Magazine Cover to write an actual article. So there you have it, more than enough rationale as to why you should get busy with your very own Magazine Cover project sooner than later! Check out additional information about incorporating Big Huge Labs in the classroom by accessing my professional development wiki page here.

In my life prior to becoming a full-time geeky girl, I was a sixth grade teacher. Throughout those 17 years, my favorite subject to teach was social studies. Within this content area, I loved, loved to share the knowledge (and excitement) I have about the ancient Egyptians. I was—and still am—particularly fascinated with the mummification process and even more so, the Pyramids of Giza. That said, imagine my delight when I opened my browser to "Google" something, and I got a load of the latest tech gem my favorite search engine has to offer. Yep, get up close and personal with the Age of Pyramids via a totally interactive Google Street View mashup highlighting the last standing wonders of the ancient world contained in one super cool site. Seriously, the awe and wonder is just a few clicks away! And let me tell you—it’s all that and then some! Not only can users check out a variety of aerial perspectives of Giza from a world, continent, country and/or street view by using the zoom tools, but they can take a self-guided virtual tour of the pyramid complex as well. This resource—packed with images and facts about one of the most famous landmarks on Earth—is beyond way cool (and very informative) so you should definitely check it out! And when you do—which I know you will—be sure to click around on the maps, pins and images because there are all kinds of hidden gems just waiting to be discovered! Classroom Connection: Use the modern technology of Google Street View to take your students on a 360-degree tour of ancient technology by traveling back in time to explore the most prolific monuments of all time—the ancient Egyptian pyramids. A shout out to Pixabay for the cool image!

In an increasingly competitive job-market, using social media effectively can really help our students stand out from the crowd. What is social media? Social media refers to websites and applications where users create and share content, networking across like-minded communities. The most popular in the UK are Facebook, Twitter and LinkedIn. Why should my students use it? Networking is crucial when you’re searching for work. Most companies advertise vacancies online and your networks can inform you about positions as soon as they appear, as well as keep you up to date with the latest industry news. They can be used to find out about a particular career, what it’s really like to work for a company or to find inspiration from someone’s career progression route. Alternatively, students might be interested in working for themselves… Social media provides a platform for students to showcase their talents to a worldwide audience, often for no money. They can get feedback on ideas, develop skills and even sell work. Employers increasingly ‘google’ candidates to find out more about them. It is therefore advantageous to create a positive ‘digital identity’, promoting work, hobbies and other experiences. Finally, being confident in using social media is a skill in itself, essential for self-employment and valued by employers. LinkedIn, Twitter and Facebook LinkedIn describes itself as the "World’s Largest Professional Network" with over 200 million users. It includes job-searching and recruitment tools, and you can join groups to share news and network. LinkedIn works through users creating connections with others, sharing news and projects through ‘status updates’. Your profile page can include recommendations from people you’ve worked with, as well as links to other social media sites, letting you demonstrate a range of skills. Twitter is a quick ‘chat’ service, organising subjects through ‘hashtags’, often used for TV programmes, eg. #bbcqt. You ‘follow’ people who share your interests, who might follow you back - it’s not compulsory! Messages are limited to 140 characters but can include links and photos. Twitter is great for breaking news and discussions …and being alerted to vacancies! Facebook is primarily designed for sharing news with friends through ‘status updates’, photos, videos and links. Because of this, employers check Facebook Profiles the most so it is essential that students manage their privacy settings to ensure they are not sharing anything that might cause a problem! The Facebook Timeline could be used as an effective ‘living’ online CV - sharing life events such as passing a driving test, links that promote work and updates about experiences such as travel or voluntary work. How can I find out more? For more details please see ‘eGo: make the web work for You!’, a presentation, created in collaboration with Careers Advisers. You can also contact your local Careers Adviser and/ or Learning Technologist. www.linkedin.com www.facebook.com www.twitter.com * Adapted from an article which originally appeared in the University’s ‘Graduate’ newsletter

9 Things Tech-Savvy Teachers Do On A Regular Basis Infographic There are a few key things that tech-savvy teachers do on a regular basis to stay ahead. The 9 Things Tech-Savvy Teachers Do On A Regular Basis shows how edtech teachers are looking for new ways to innovate, refine, and deploy new learning strategies and goals. Research, try, and buy education technology See which tools work best for students Discover what global colleagues are doing Thoroughly test products and trends Identify goals and key performance indicators Visit conferences and see what others are saying Share thoughts on social media, blogs, and more Deep-dive into analytics to see what’s working Constantly researching, testing, and learning View also: 10 Signs You Are a Tech-Savvy Teacher Infographic Via: dailygenius.comThe post 9 Things Tech-Savvy Teachers Do On A Regular Basis Infographic appeared first on e-Learning Infographics.

As Quincy Jones once remarked, "I’ve always thought that a big laugh is a really loud noise from the soul saying, "Ain’t that the truth." That said, Edu-fun Friday is a series devoted to adding some humor to the lives of teachers who visit this blog. After all, there’s nothing better than ending the week on a positive note! Plus, do we have the best topics to provide us with some comic relief or what? I’m not sure why I was so amused by this comic, but I was. I guess it’s been one of those weeks! "Orange" you glad it’s Friday? A shout out to the Awkward Yeti for this week’s edu laugh!

What is the Flipped Classroom? To define what the flipped classroom is first let’s consider traditional teaching methods where the teacher gives a student a task, for example, reading a chapter of a book.  This would then be discussed the next day in class and then the student would be given an assignment based on the knowledge that they had gained. The flipped classroom simply changes the order of how things are done, putting the emphasis on student centred learning. For example, initially the student is given access to learning material, such as bite size video clips. In the next classroom / lecture session, the student would then be given tasks based on what they had learned by studying the videos. The tutor would spend the time facilitating and giving support when needed. The idea behind the flipped classroom is to encourage peer to peer learning, problem based learning and the discussions that ensue between students during the lesson that are thought to contribute to deeper learning. Professor Eric Mazur was thought to be one of the pioneers of the flipped classroom in the work he did at Harvard during the 1990s. Mazur felt that by using computer aided teaching artefacts, he could concentrate on being more of a guide or coach as opposed to someone just standing in front of students talking at them. Benefits of the flipped classroom: By using video, or other media accessible via a computer (be it on a CD or USB drive) the students have full control over the media. They can watch key parts over and over, and can fast forward any parts they don’t feel the need to dwell on. Using contact time to discuss and apply ideas and concepts gives teachers more opportunities to detect if any students are misunderstanding, allowing them to provide coaching and guidance as needed. Using classroom time to discuss ideas can encourage collaboration among students which forms the basis of peer to peer learning and problem based learning.  The students with higher levels of understanding can teach those who are struggling and the tutor can be on hand to ensure that the right information is being imparted. Disadvantages of the flipped classroom: Although it sounds like it might be an easy option, flipping the classroom needs careful thought and good preparation. Time must be devoted to the planning and recording of any video materials to ensure they are of good quality and get the message across to the students clearly and concisely.  This could mean the teacher having to learn these new skills, which again, would take time. Students need to be fully aware of the model, how it works, what is expected of them and what they can expect from their teacher. If you would like to find out more about the flipped classroom here are a couple of good resources to give you some insight. Educause learning Initiative document, 7 things you should know about flipped classrooms. http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms You tube video showing Professor Eric Mazur using electronic voting systems during lectures  http://www.youtube.com/watch?v=wont2v_LZ1E Pearson has recently bought out a system called Learning Catalytics which helps anyone new to the notion of the flipped classroom to create suitable materials.  There is a cost to using the software, but you can sign up for free for 30 days and give it a go.  https://learningcatalytics.com/ Flea has also created an excellent blog post on the flipped classroom with a cool infographic and case study from UCL.  

How to Organize Your Workplace for Better Productivity Infographic One of key skills every student gets in college is writing. Young people do homework, write essays, do academic research, create papers, theses and dissertations; so, it’s clear they need some… place to do that. A writing cabinet copes with this task with an excellent mark. To spend so much time writing, students need a comfortable workplace that could inspire them, make their work effective and themselves productive. The How to Organize Your Workplace for Better Productivity Infographic presents some tricks to help you organize your writing cabinet for better education. Essay writing will never be a problem for you again! Organize Your Writing Desk Make sure you have the following items on your desk to make your writing more effective: a desk lamp with good light; live plants to clean the air; stickers to make notes; a digital highlighter to translate or transfer info to computer or smartphone; a computer itself (All-in-One PC would be the best variant, as it combines the advantages of both PC and laptop); green tea to improve brain functions and boost your productivity. Certainly, it’s up to you to decide what else you could add to your writing desk for improving your work. However, the above mentioned things are must-haves for those students who want to get the most out of their academic writing. Organize Your Writing Cabinet Don’t think it’s not important to care about your room organization. Your inspiration and productivity will depend on what you have around while writing. So, organizing your writing cabinet, don’t forget to: care about separate zones for work and relax; care about a color of walls (yes, it can influence your mood and productivity, too); care about illumination (daylight is a perfect variant for effective work); care about sources of inspiration, health and comfort. Add Some Comfort and Health Seated activity doesn’t impact your health positively, that is why you should care about your health even when you sit and write essays. Ergonomic chair for lower back, mini elliptical trainers, and sitting/standing desk will help you stay healthy and have clear mind for new ideas, research, writing, and completing all tasks they give you in college. Good writing cabinet organization has a huge impact on your productivity and desire to do your best to achieve academic goals. So, don’t forget about it if you want to succeed. Via: omnipapers.comThe post How to Organize Your Workplace for Better Productivity Infographic appeared first on e-Learning Infographics.

At the VC’s conference ASTI team members Daniel Metcalfe, Edd Bolton, Sarah Barnes, and Ed Bremner ran a workshop entitled: Working towards any time, any place, any device -  research into delivering online teaching using webinar software. This reviewed experiences of piloting the use of webinar software to enhance student learning at Plymouth University.  Rather than using normal presentations, this session was delivered online with GoToWebinar, which they had been testing over the last 6 months.  Attendees of the session were welcomed to the room and after introductions the team left the room to present their sections online from the neighbouring room, via GoToWebinar.  This delivery style was employed to give the audience the authentic feel of the webinar experience, encouraged by the presenters to interact by means of the software. The workshop looked at four key areas: introduction and familiarisation with the software tools and features research finding from software use and recommendations case studies with academics The aim of the workshop was to raise awareness of how webinars can enhance student learning and the student experience. Academics were made aware that this technology, as well as others, could be considered as part of the curriculum enrichment project and it is expected that webinars will be part of the way that future modules will be delivered. The remit of the current project is to evaluate the product "Citrix GoToWebinar" to facilitate teaching in the faculty of Health, Education and Society.  The product and process are still in pilot and this will continue for the academic year 2013-2014. If you are interested in incorporating webinars as part of your teaching, please register your interest by completing this form. A full report and of the finding as well as the recording of the whole workshop can be found here

Jenny introduced participants to a system she uses with her students for summative assessment, based on resources developed by Larry Michaelson. Individuals are initially tested to check their understanding of core concepts. This is a closed book test using multiple-choice questions (MCQs) - known as the ‘readiness assurance’ process. Teams, consisting of about 6 or 7 students and which will work together throughout the year, are formed by the academic lead to ensure diversity. This can be particularly useful for tackling cultural issues, such as Chinese students not liking being involved with discussions. These groups are tested using the same questions as in the individual test, this time via scratchcards. Answers are discussed and submitted with immediate feedback. Teams then have the opportunity to appeal against the feedback out of class. Appeals must be submitted with evidence and a point is awarded if it is deemed to be successful. Scratch cards are not only a fun way to submit answers but also effectively control dominant participants, especially if they are seen to get an answer wrong! Further problems are presented to teams through scenarios. In this workshop Jenny gave us a scenario centred around getting shipwrecked and identifying the most useful items arranged in lists. There is only one solution to these ‘application activities’ and teams are probed as to why they chose a certain answer. Jenny doesn’t use technology at all for this exercise but, if you wanted to, it could be facilitated using PebblePad, which supports both individual testing and peer-learning. If you are interested in learning more about this approach see http://www.teambasedlearning.org/starting

There are all kinds of really neat sites on the web where font addicts (like me) can fulfill their next typeface fix. One of these places is Fontmeme, a resource in which users can generate text images utilizing fonts of different styles including those found in logos, movie posters, TV shows, album covers and much more. Of all of the really cool feature within Fontmeme, the one that most interested me is the social media icon maker. Why? Because even though these symbols are displayed all over the Internet to promote such things as Facebook fan pages, Twitter profiles and RSS feeds to name a few, it is sometimes difficult to find the ideal icon with the right size and/or color for a blog, website or app. Well, that is until now! Fontmeme provides users with a tool to generate customized icons representing the most popular social networking sites on the net with the exact size and color needed to rock out your web space. Begin by choosing the desired icon(s) from the handy character reference chart provided. For example, the letter F signifies the icon for Facebook while the letter w represents WordPress. Once your text is determined, enter it into the tool, select the size and color then hit the "Generate" button. The image that is created can be downloaded for later use in both digital and print projects and/or an embed code can be snagged for use on the web. Is it as simple as it sounds? You bet! And it’s pretty cool too! Check out a few examples I created! This one represents my online presence. This one—representing my first name—was just for fun! Classroom Connection: If you’re an educator with a classroom and/or professional blog, wiki or web site that wants to connect readers to your social media networks, then the Fontmeme icon generator is the perfect tool for you! This resource can be utilized by students in the same manner. In addition, since fonts play such a huge role in creating classroom materials, the Fontmeme site can also be used to add just the right touch to these documents and presentations. Another activity that came to mind is one that involves writing an essay or poem on the topic of social media—advantages vs. disadvantages, whether or not these networks should be utilized in the classroom, etc. In this case, the Fontmeme icon generator can be used create a graphic that adds some eye candy to one of these assignments.

Using Facebook & Twitter to connect with students from Technology Enhanced Learning

How Art Improves Thinking Infographic Since Plato, the beauty found in art has been synonymous with expanding the intellect. But can art have a tangible effect on improving the human mind? Thanks to modern science, the positive benefits of art on the brain can now be measured… Getting involved in art in some way, whether that’s learning about it or doing it yourself, really can improve your thinking in several ways which are presented in the How Art Improves Thinking Infographic. 1. It heightens brain activity. An experiment involving 14 art viewers and a fake Rembrandt showed that scrutinising the value of artwork heightens activity in regions of the brain associated with reward. 2. It exercises our survival instinct. Viewing art makes the ‘fight or flight’ part of our brains more responsive to depictions of fear - an impulse that warned our ancestors of threats. 3. It develops core skills. Practising executive function activities such as drawing has been shown to significantly improve reasoning and teamwork skills for children aged 3-5. 4. It enhances wellbeing. Studies suggest that visual arts therapy reduces mental distress in patients. They also indicate that art has significant positive health effects in aiding recovery. 5. It makes you more attentive. 5 days of artistic activities, for 30 minutes a day, showed significant increases in motivation and attention span among children aged 4-6. 6. It helps you see the world differently. Scans of 44 artists’ brains show that portions of them are more developed, particularly those parts responsible for fine motor performance and procedural memory. 7. It increases your creativity. Based on studies of almost 1,500 students, integrating visual and imagined imagery into different learning tasks is shown to increase creativity in discussions, modelling and assessment. 8. It helps us find meaning. Works of art often contain visual clues and illusions to evoke particular responses, tricking our brains into finding meaning in the arbitrary. Art speaks to something primal within us, tapping into our imagination and firing our creative impulses. And best of all, doing it and viewing it is proven to make us better, more considerate thinkers. Via: www.zippi.co.ukThe post How Art Improves Thinking Infographic appeared first on e-Learning Infographics.

On the 4th Sept the University upgraded to the latest version of PebblePad. This new and improved version consists of two components: Pebble+ - a personal space to create and upload different files and assets. ATLAS (Active Teaching, Learning and Assessment Space) - a place to share work with tutors and for tutors to provide feedback. PebblePad now has a simplified look and feel with many new features. Some of the new features include: multi-tasking, template driven asset types, improved mobile browsing and features, and the ability to upload and embed videos, audio and images into assets. Tutors also have added functionality on workspaces including: shared resources that auto-submit, the ability to create groups and sets, the option to limit submission types and amounts, and improved marking facilities. If you used the previous version of PebblePad all of your assets and files will automatically migrated and will be waiting for you to view and use once you login. You will continue to access PebblePad at the same address as before e-portfolio.plymouth.ac.uk or via the portal using your university login details. Help can be found at http://www.pebblepad.co.uk/pp3help or by simply clicking the question mark button in the top right corner once logged into PebblePad. You can find out more information at the TEL website here and workshops can be booked here Promotional materials have been placed around the campus to raise awareness of the upgrade.