Happy October, Flipgrid family! � We have a mighty drumroll this month as we release our brand new feature, text comments ! To further engage your learning community, students can now repl
Welcome to Cool Tool History! Check back every other Thursday as we take a look at some of the Cool Tools of history that helped shape education, and educati...
Well-designed project-based learning (PBL) has been shown to result in deeper learning and more engaged, self-directed learners. Learn more about the five ...
edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings:
Shorter videos are more engaging. Engagement drops after 6 minutes.
Videos with a more personal feeling are more effective than high-fidelity studio recordings.
Videos in which the instructor speaks quickly and with high enthusiasm are more engaging.
Khan-style tablet drawings are more engaging than power point slides.
La créativité, pourquoi et comment ? Fausses idées, composantes de la créativité. Objectifs pour l'éducation, science et créativité... Entretien avec Sir Ken...
David Ginsburg helps schools improve teaching and learning. Learn more about David's work, and connect with him through email and LinkedIn. Also, follow him on Twitter.
Letting students take more active roles in their learning doesn't mean teachers should take more passive roles. It means we should take new roles. We should assess students before assisting them. We should prepare for students' mistakes rather than try to prevent them. We should facilitate less whole-group instruction, and more whole-group discussion.
We should do what Yves Kabore has done to enable 6th graders to "fly through" material many 10th graders would find challenging: coach students rather than teach students.
Earlier this year I featured 30hands Storyteller a video creation tool students can use inside and outside of the classroom. Educators across the country use 30hands Storyteller as both an instructional tool to share information with students and as a creation tool to empower students. As viewers of videos students can watch a tutorial or explanation to dive deeper into content. Students can move beyond a passive observer to active creators as they start to document their own learning by making videos.
The Power of Video in Learning As a viewer, video can support students by:
Introducing a Topic: Video lessons can be a great way to introduce a topic in the classroom. It helps students focus on something new, kickstart exploration into the new topic, and inspire discussion. Demonstrating a Concept: To illustrate a concept or experiment that can’t fit into class time, a video lesson can be very effective. For example, you could illustrate how photosynthesis works using photos and drawings and students can review after school. Changing Up the Lesson Dynamic: In addition to modelling science concepts, video lessons can be used across subject areas. You might be halfway through a play or a novel in class and create a video that reviews events in the story, revisits character traits or explains the theme of the book.
As a creator, video can support students by:
Giving them time to make: The process of creating a video to explain something engages the student creator in the process, so they will experience the material in different ways. Creating your own digital story: Getting creative and hands on with your learning helps engagement and retention. By creating digital stories students can both visualize and vocalize their learning. This not only personalizes the experience, it also means that students have gone through the process of planning, developing and editing their video themselves. 30hands makes it easy to storyboard the content and make edits when they are reviewing and improving it. If you are creating videos for students to view, or supporting them as they make their own, it’s important to remember to make your videos concise and to the point. The search tool in 30hands is powered by Pixabay which are all public domain images.
Learn more about 30hands by visiting their website!
I received compensation in exchange for sharing this product. Although this post is sponsored, all opinions are my own :) Learn more
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A few years ago, teachers would have been horrified to have video games played in their classrooms. But today, research is showing that the right kind of video games can be beneficial for students. Discover what games will enhance learning in this short article.
Gaming ,being inherently fun and engaging ,has the ability to teach a great deal of skills. Video games have the ability to teach math, English, history, humanities, problem solving, physics… the list goes on. Furthermore, video games and games in general are poised to be the solution to problems we all confront when pursuing a higher education and entering the job market. For example, minecraft which is a game where you build a world around you by mining, combining, and placing resources. The world is set on a square grid, so it takes planning and basic mathematics to create what gamers call “builds”. The game has long been used in classrooms to help teach coding, math, and collaboration.
einige Anregungen, wie Videos für den Flipped Classroom gestaltet werden können, in Ergänzung zum Buch von Sandra Schön und Martin Ebner «Gute Lernvideos ... so gelingen Web-Videos zum Lernen»
Animaker.com is a cloud-based do-it-yourself (#DIY) video making app that is bringing studio quality professional animation tools within reach of everyone.
I always told my students that there was a difference between creating a presentation, and giving a presentation. The creation part was easier for them. They had time to research, build, and revise...
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What is an ePortfolio? It's an online portfolio that Loyola students use to highlight their college skills and experience. Watch this video to see LU Wolf le...
Instructors have frequently found that some content, such as mathematical formulae, chemistry laboratory experiments, and business practices, are unusually difficult for students to comprehend through text-centered approaches, and that this is especially so for online students. In response, instructor-made videos (IMVs) of three to 10 minutes in length on problematic topics or subject matter areas were produced for business, chemistry, and mathematics courses. The IMVs were intended to scaffold student learning. Initial findings revealed that multimodal IMVs involving the demonstration, illustration, and presentation of key terms, knowledge, skills, and resources can help students understand important procedures, structures, or mechanisms in previously problematic content. Simply stated, IMVs can have a positive impact on student learning.
Edited highlights of a talk by John Hattie where he outlines some of the most successful methods to promote learning. To join a network of teachers who aim t...
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