50 Matching Annotations
  1. Last 7 days
    1. Body Paratext

      Embed quizzes, prompts, and asynchronous discussions in the middle of a video.

    2. Closing Paratext

      Ask students to prepare a very short, two to three sentence reflection or to make a one-minute video explaining what they learned.

    3. Introductory ParatextLet’s consider what might ease students into video-based learning. Imagine the students with the least and the most experience using educational videos. Keep in mind that students don’t have common expectations around how to use those videos. What kind of introductory text, video or activity might lead everyone into the assigned video without overwhelming them?

      The author provides several terms to describe how an instructor might prepare a student to view a video. * Technical paratext: Instructors might include title, length, linked source, and a summary of other activities. * Video hooks: An anticipatory set--an advance organizer or hook that helps to get student attention, activate prior knowledge, and prepare them. * Video framing: Similar to video hook; advise students to watch for certain themes. * Clear expectations: Make sure that you set expectations for what students are expected to do during the viewing.

    4. As I prepared to teach my first educational videography course earlier this year, I found that we lacked a common vocabulary for talking about how we design learning with video in mind. Since then, I’ve been advancing the term “video paratext” to reflect the myriad ways that we design educational guidance, prompts, activities or interactive elements to surround or be included within a video.I pulled the word “paratext” from the field of poetry translation because, personally, I love the “paratext” that precedes or follows a poem—or even interrupts it. At poetry readings in particular, I lean into the words that a poet shares before or after reading each poem. Paratext helps me connect with and make sense of the poem.

      Video paratext as a term to categorize the many ways that we design activities related to educational video. As the author notes, paratext precedes, follows, and often interrupts a poem. The same could be true of video.

  2. Jul 2022
    1. Fluency in spelling will come from large quantities of reading and writing,and from fluency practice in reading and writing. A typical writing fluencydevelopment activity is ten minute writing where learners write as muchas they can on an easy topic in a regular, timed ten-minute period. Theteacher does not correct spelling errors or grammatical errors, butresponds to the content of the text encouraging the learner to write more.The speed of writing in words per minute is kept on a personal graph byeach learner and their goal is to see their speed in words per minuteincrease. This is done about three times a week.

      How to improve fluency in spelling. Suggested activities to improve fluency in spelling and some requirements.

    2. Learners should have familiar and well-practised strategies to follow to:(1) commit the spelling of a newly met word to memory; (2) find thespelling of a needed word when writing; and (3) decide how to pronouncea newly met word when reading. These strategies should be made up ofactivities that have already been practised in class.

      21.

      Principles when learning spelling and how to apply those principles by using activities.

    3. The Deliberate Study of Regular Correspondences and Rules

      20.

      Suggested teaching methods

    4. The critical factor is making sure that there is an appropriate balance ofeach of the four strands so that there is some deliberate attention to spell-ing but this attention does not become excessive.

      19.

      Suggested activities

  3. Local file Local file
    1. it remains a valuable teaching technique, and vari-ations on dictation such as dictogloss and running dictation are verypopular with learners and teachers.

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  4. Apr 2022
    1. First, there is a need at the institutional level to offer the students information about the learning models in general, and the online CSCL activities specifically, in order to allow them to adjust their expectations, preferences, and decision

  5. Mar 2022
  6. Mar 2021
  7. Feb 2021
  8. Sep 2020
    1. Several interviews and workshops have been conducted to investigate integrated information technology support for crisis response management in the SoKNOS project(SoKNOS 2009)

      Similar to the "expert interviews" approach to understand the design space and required resources from an expert PoV (used in PCS design).

  9. Aug 2020
  10. Jun 2020
    1. Creating your digital profile

      I recommend moving this out of the principles module. This is deep into application territory. These activities only seem relevant to people who engage in scholarly publishing. We have defined our audience more broadly than that.

    2. McKiernan et al. (2016

      Consider treating this as an assigned reading, with questions for reflection or discussion.

    3. GO TO TASK 1: Defining how Open Science affects you

      There are some good ideas for activities here starting at Putting this into practice. For the open badge MOOC, we should more clearly structure the alternatives.

      Also, I recommend skipping the R-Markdown and impostor syndrome introductions. For a principles course, we want the focus on ideas, not tools. There are many more open tools available now than when the MOOC was first created. Let people use the tools of their own choice and focus on having them engage with the ideas behind the principles.

  11. Apr 2020
  12. Mar 2019
    1. Learning Technologies that Increase the Impact of Classroom Training

      Learning Technologies the Increase the Impact of Classroom Training stresses that with technology the classroom is no longer teacher-centered but rather a more active learning approach that meets the needs of more learners. Technology driven activities to include in teaching are create a blog or wiki, create a podcast or publish students work. All of these offer a great way to engage learners but have changed the environment for the learner significantly. Rating 8/10

  13. Jan 2019
  14. static1.squarespace.com static1.squarespace.com
    1. I do like the idea of having it all in one place, but I would still be opening other tabs
    2. Like I'm definitely, sometimes I'm obsessing over the ticks if I think this is a really important zone, but then sometimes I step step back and clear my head and I gain a lot of clarity from that. So I'm kind of in like an in between phase where it's also as a full time trader. I literally have all day I can do, I literally have the luxury of just watching every tick and putting in that screen time
    3. Okay. Yeah. I mean it all kind of depends on if, I think it's like a pivotal point in the, in the market where like I need to act. Um, because I typically during those times where it's like, wow, this is make it or break it. If we tip over this resistance line, it's farish if we bounce off, it is bullish. During those times I'm really glued to the screen and like actually looking at every tech and reading the level two in the order book and just trying to understand the push and pull of the market forces.
    4. So essentially like in the morning when I wake up, I want to look at the top at the top coins because I'm mostly trade the top coins because they have the most liquidity.
    5. l, yeah, so I basically had been following the big coin chart very closely and uh, I have, I use trading view, I use to map out the trades.
    6. Uh, and then I will pull the trigger on a trade if it meets, you know, x number of indicators that justify me entering into a position that the cards are stacked in my favor. If I do not see, uh, uh, trade that meets the qualifications that I've kind of listed or if the overall market is not in a place where I think I'm comfortable entering into one, I don't need to trade that day. I'll start my day by looking at it to see if it makes sense to be looking to trade that day. But if I come to the conclusion that it doesn't make enough sense, I'll just stop looking at charts for the rest of the day and I won't, I
    7. Uh, sure. So in simple terms, I focus on following a three steps. It's just planning, acting, and reviewing. So the first step is actually going through analyzing a potential trade or figuring out how the overall market is, I guess before I even look at doing individualized trades specific to crypto. So that's going to involve looking at trading view to see how charts look from a weekly down to an hourly basis. And then I'm going to be looking at daily volume levels for Bitcoin to start. And then if I'm looking at other cryptocurrencies, then I'll start to look at their volume as well to see if there's activity, if there's buying interest or selling interest in a specific asset, um, to just make sure the liquidity meets, um, my thresholds for wanting to get into a trade. Then once of use various tools to basically identify a potential trade, then I will basically figure out what the risk to reward is going to be for that trade.
    8. market. I'm around for the purchase so it's usually at a price point where I can put it in the limit to just get it at the price immediately, or if I think it's going down or it'll eventually trigger it so I can capitalize on more fees that way. And then market, I'm just very comfortable
    9. In a perfect scenario I buy limit and sell
    10. Well, it's a lot easier to manage my portfolio now because I'm mainly in cash (or cast) positions doing individualized trades. So my main outlook is nothing within crypto is worth holding during a bare market until we actually have a clear turning point by reaching specific price points that I've, um, you know, accepted as indicators that we're turning a corner. There's no reason to be holding a depreciating asset and assets a very loose term.
    11. Purchasing. And then once I've bought into an asset, I will establish all my sale targets and stops in three commas.
    12. I'm not usually entering a trade that only has one sell target
    13. Um, okay. If I've entered in a trade, uh, after it hits, you know, either a target or a stop loss that at that point I'll start to review it and see how I did or how the asset is performing to see if I need to be potentially exiting it.
    14. So that's going to involve looking at trading view to see how charts look from a weekly down to an hourly basis.
    15. planning, acting, and reviewing.
  15. Nov 2018
    1. Collaborative Close Reading

      Valuable close reading activity — could be offline like this, or online using something like Hypothesis.

    1. Create opportunities to apply knowledge immediately after a video.

      I really liked this idea and I have already applied it to my upcoming online lesson plan for an online course.

  16. Aug 2018
  17. Jul 2018
  18. Nov 2017
    1. Embracing an Entrepreneurial Culture on Campus go.nmc.org/uni(Tom Corr, University Affairs, 4 May 2016.) The Ontario Network of Entrepreneurs is gaining global recognition for its efforts to bolster students’ business skills through investing in multiple campus events and programs. For example, the success of Ontario Centres of Excellence has led to the establishment of similar innovation hubs throughout North America, the UK, Australia, and Asia.

      What’s fascinating here is that the province might be cutting a major part of the funding for the Ontario Centres of Excellence, particularly the part which has to do with Entrepreneurship Programs. (My current work is associated with Lead To Win, a Campus-Linked Accelerator out of Carleton University.)

  19. Feb 2017
    1. A reflective writing technique that encourages personal reflection, provides opportunities for all voices to be heard, and leads to deeper, more thoughtful conversations

      Shared Writing: This seems particularly useful for online conversations that are asynchronous, as it is based on reading statements, commenting on them, and passing the comments around.

    2. Hatful of Quotes

      Like this one, particularly if quotes are well-chosen, especially in a larger group that otherwise has not done much reading/thought about questions of privilege, discrimination, and marginalized experiences.

    3. circLE oFobJEcts

      I like this activity if the aim is to make personal connections and get to know the individuals involved in a learning group. As a result, probably best for a small group. Requires some preparation as participants have to be asked to bring an object to the meeting.

    4. 80Identity Groups

      Interesting activity. Question: Is this useful in a larger group, or only in a smaller group? The calling-out portion enables people to participate without talking, which accommodates larger numbers; but the exposure can be intimidating – particularly for students, who then may just stay put. Maybe start with "easy" identity groups – sports team supporters? – that people are willing to show? Or would this undermine what the conversation should be about?

      The discussion portion may get out of hand in a larger group; may need subgroup formation.

  20. Sep 2016