This video is the third in a series of informal tutorials related to literature reviews, proposal and dissertation formatting, etc. for the Leadership Program at Andrews University.
This tutorial covers getting a reference from Dissertation Abstract / ProQuest Digital Dissertations into Endnote, including the full text.
Again, please comment if you have additional tips or suggestions, or even questions.
This video is the second in a series of informal tutorials related to literature reviews, proposal and dissertation formatting, etc. for the Leadership Program at Andrews University.
This tutorial sets the context for the next clips and gives you some reasons why you should be organizing your references with a tool like Endnote.
Again, please comment if you have additional tips or suggestions, or even questions.
This video is the first in a series of informal tutorials related to literature reviews, proposal and dissertation formatting, etc. for the Leadership Program at Andrews University.
This video is in response to an assignment in LEAD 637 to set up a scholar space. I thought I’d share how I created by own digital scholar space.
Please comment and share tips and suggestions from your own organizational system.
Thank you again to everyone who has taken the time to either take my research survey or forward/promote it with your local videoconference coordinators/site managers. We’re up to 290 responses now.
I need 100 more responses! I know the end of year is busy crazy for you, but please find a moment or two to support my research and take the survey or remind your local coordinators.
To tantalize you, here are some interesting results so far.
Videoconference Coordinator’s Position:
| Media specialist / librarian |
|
18% | |||||
| Media aide |
|
2% | |||||
| Paraprofessional |
|
2% | |||||
| Principal / Administrator |
|
3% | |||||
| Secretary |
|
0% | |||||
| Teacher |
|
17% | |||||
| Technology specialist |
|
34% | |||||
| District videoconference coordinator |
|
4% | |||||
|
|
|||||||
|
|
Videoconference Support
| Do you receive videoconference support (technical, content and/or training) from a consortium or educational service agency (BOCES, BOE, DOE, ESC, IU, ISD, RESA, LEA, etc.)? |
| Yes |
|
59% | |||||
| No |
|
41% |
Grant Funding
| Did your school receive grant funding for videoconference programming? |
| Yes |
|
27% | |||||
| No |
|
73% |
You can also view the status report by states/countries and by educational service agencies. Thanks again for your time and support of this important research.
Are you starting to see teachers who are doing more than one videoconference in a year? It’s not just a novelty one time thing? They are doing a bunch! For example….
Why are they doing so many? It can’t be “just for fun” or for the novelty’s sake. Multiple collaborative projects with the same teacher and/or different teachers. These videoconferences have become an integral part of their teaching. Why!? What made them use it so much? What value do they see in it? Clearly they’ve found that this technology makes an impact on student learning. I want to ask them more about it.
Are you seeing this in your area? What stories do you hear?
I like to see what search terms people type in that get to my blog. Often I learn about new resources and tools that way. For example, someone found my blog with the search “k12 videoconference learning theory” so I tried it to and found:
This site is a wealth of information laid out in a creative engaging manner. You should definitely take some time to explore it. For example, what is your model of videoconferencing? and this is the page that applies learning theory to videoconferencing. Check it out & consider how you are using videoconferencing. Do these frameworks apply to you?
In catching up on my favorite edublogger posts tonight, I ran across this post from Doug Johnson: Classroom technology infrastructure: what’s needed?
The description includes many necessary classroom tools, but I was especially happy to see that he’s also thinking about videoconferencing in the classroom. He asks several questions about the design of the classroom, including this one:
7. How sophisticated does the video output from the classroom need to be? Will a built-in camera using Skype meet most needs or will a small, separate CODEC and camera be needed?
Yes!! That is the question! Or can the computer at the teachers’ station do both Skype and H323?
He also addresses the issue of sound, which I believe is a critical component:
6. Can we use a single amplifier and set of speakers for all sound sources – teacher voice, student voice, video, telephone, computer, etc.?
The issue of student sound getting sent out via Skype or codec also needs to be addressed.
I really want to see this work, and have a district now interested in including VC in their model classroom. Maybe we can see this happen in a couple years or so?!
I’ve muttered before about the lack of good options for high school teachers for videoconferences. But today I have a quick report from a teacher who did the Careers in the NFL program from the Pro Football Hall of Fame on Tuesday. I didn’t get to see it because I was facilitating our veterans interviews. However, I got this report:
I thought the program was excellent. It was very interactive and the students really enjoyed it. My marketing class is full of senior boy athletes which I think made a difference, since the focus was on football. However, he talked a lot about careers that many of my students showed interest in.
I would definitely do this again…especially next year in my sports marketing class!!
This is good news! It was our first connection with the Pro Football Hall of Fame. Their programs are VERY reasonably priced, and they can be scheduled by request! Perfect for middle and high school schedules!
Thanks to Google Alerts, I ran across this blog post:
Thanks to this month’s EDTECH Magazine, I learned a new term today. “Curriculum Videoconferencing.” I love the way it rolls off the tongue. “Curriculum Videoconferencing.” I love the fact that it encompasses the notion of setting up videoconferences that tie directly to classroom curriculum.
…snip….
One of the projects highlighted within is Read Around the Planet. It’s too late to get in on the action for this year, as the project ended in March, but you can plan early for next year. I will! The only question I have is about the “setup requirements.” The article by Janine Lim references H.323 videoconferencing protocols. Does it really have to be so formal and complicated? Can’t we use Skype?
So I have a few reactions:
Skype: Yes, why not use Skype? First, RAP was created to provide more activities for H.320 sites originally, then H.323. Skype is pretty easy, but the quality of the audio for classroom connections still leaves much to be desired. Having a camera that can zoom and have presets is pretty helpful too for RAP type projects. Plus some schools are blocking Skype. I did a search of the NECC sessions and there are NO sessions that mention Skype. Why is that? Why isn’t there a community emerging to support Skype in schols? Or is there, and I don’t know about it?
Formal and complicated. These are great descriptors – and I think they hit the nail on the head on why VC isn’t mainstream yet. It’s too hard, it’s too expensive. Most everyone who has it got it with grant funding. Something’s wrong with that picture. We need someone simple enough that every classroom could have. We’re not there yet.
What do YOU think? If you’re using videoconferencing primarily to support classroom instruction (vs. a medium to get instruction to remote students), should everyone be doing this? One of our Korean War Veterans last month said every school needs this technology. Do you agree? If so, how can we get there??
Well, I’m done with MysteryQuest USA for the year, and the last ASK programs are finished as well. One thing that I’ve noticed is that videoconferencing really does promote/encourage/require/give practice for speaking skills.
When students share a clue in MysteryQuest, and then have to repeat them again and again because the other students couldn’t hear them, they learn to speak up and slow down! And they gain more confidence and poise because of their practice being on camera.
As Cifuentes and Murphy (2000) found in their study of a long term collaboration between Texan and Mexican students: “The students became more confident in their speaking, poise, and behavior on camera.”
I think also of Rusty, of Weather with Rusty fame. If the students ask their question too fast or they mumble, he makes them do it again! He mentors students so they catch some of his “on camera” professionalism.
What do you think? How did you see students learn and grow in their speaking skills this past year?
