sep 072011

It was a shame that only a small number of people had managed to find their way to the The Bragg Cluster for the session titled “Standards-based Assessment – Creating Innovative, Interesting, Interoperable Resources Using QTIv2.1” by Sue Milne, Niall Barr and Graham Smith. It may have been the great number of steps that you have to climb to get to the room.

Personally I enjoyed getting an update on the status of QTI 2.1 in particular related to the Math part of it. It was nice to see how some of the tools have progressed even though it still sounds like somewhat of an uphill struggle. Strange, because enough people agree on the fact that you need interoperability when you develop assessment material.
If you did miss the session and want to check out the available QTI related resources, have a look at this webpage.

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sep 072011

Dragos Ciobanu, Neil Morris and Alina Secara showed how at the University of Leeds, they are experimenting with Adobe Connect Pro. Here too, they luckily choose to just demonstrate instead of explain in words only. We had received the URL for their Adobe Connect room so anyone with a laptop, iPad, iPhone, Android device could participate during the session.

Alina Secara provided us with a remote overview of the use of Adobe Connect for remote recruiting. But I was most impressed by the use demonstrated by Neil Morris. He uses Adobe Connect in his lectures as a combination of a replacement for a Twitter backchannel and a lecture recording tool. He opens the presentation he’s using as a shared screen in Adobe Connect, uses PaperShow to annotate them, while the students use the (anonymous!) chat function of Adobe Connect to respond to the lecture, ask questions etc.

He does not use a moderator, meaning he is multitasking a lot. He said that the students often are their own moderators, answering each others questions. But it requires a level of trust and mutual understanding so that the students don’t misbehave in the online environment.
Still, I have given an number of online presentations using Adobe Connect, and would not like to have to do that without a moderator helping to streamline the question/discussion part of a session.

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sep 072011

Simon Booth from the University of Stirling and Colin Dalziel from Pebble Learning gave an overview of the use of LTI as part of the ceLTIc project. LTI stands for Learning Tool Interoperability and is a mechanism with which it should be easier to connect different systems. For example, you have Moodle as your VLE and want to use PeddelPad. Through the LTI support available in both systems, you can easily set up a link between the two tools, provide students with single sign-on and eliminate the need for them to have account for each and every system. And the best thing, both from an administrative point of view, and from a system developer point of view, is that that connection can just as easily be made from say Blackboard to PeddlePad, because Blackboard also supports that LTI specification.
Lees verder….

sep 072011

In his presentation titled “The Distributed, Web 2.0 VLE? Incorporating External Content Platforms into the Institutional VLE”, Ian Glover from the City University London talked about the advantages/disadvantages of using external tools in combination with the institutional VLE and the work they are doing to help staff use these external tools.

Advantages of using these tools are there are many good and free tools that often do one thing very well. People may already be using those tools and they can increase the visibility/findability of work and ideas. However, there are also disadvantages. You have no or little control over them. A resource could change over time without you wanting it to change, the system could be down at a critical time without you having an SLA. There may be changes in the licensing/availability (eg. Ning – free service revoked or Google Wave/Lively – completely shutdown). There might be Security/Privacy/Copyright/IP issues related to the use of the external tools. Who is responsible if a student gets cyber bullied through Facebook if you’ve said they are supposed to use Facebook? Or what if your students bully others?
Lees verder….

Tot 20GB gratis ruimte bij Dropbox!

 Gepubliceerd door om 08:19  Internet, Tools
sep 072011

Ik kreeg een mail van Tom Bakker met een verwijzing naar een tweet van hem over hoe ik de gratis ruimte van mijn Dropbox account eenvoudig kon verdubbelen. In mijn geval van bijna 10GB (het maximum dat je met referrals kunt verzamelen) naar 20GB!
Het is heel eenvoudig: Dropbox heeft een actie waarbij ze de gratis ruimte + de bonus per referral voor iedereen in het onderwijs verdubbelen. En dat geldt dan ook voor de ‘oude’ referrals.

Daarvoor moet je het mailadres van je account invullen op deze pagina. Je krijgt dan een mail en als je op de link in die mail klikt is het voor elkaar.
Nou was een klein ‘probleem’ dat ik geen gebruik maak van mijn Fontys-mailaccount voor Dropbox. Ook dat is op te lossen. Je gaat dan naar de website van Dropbox, logged in met je account, gaat naar je account-pagina en dan naar de ‘account settings’ tab. Daar pas je het mailadres van je account aan zodat er het mailadres van je onderwijsinstelling gebruikt wordt. Dan vul je dat mailadres in op deze pagina, klikt op de link die je ontvangt en daarna pas je het mailadres weer terug aan naar het adres dat je al gebruikte. De extra ruimte blijft dan gewoon beschikbaar.

Heb je nog geen Dropbox account? Gebruik dan deze link en je bent zo aan de slag!

sep 072011

The “Best Performance of the First Day of ALT-C 2011d”-award goes without a doubt to Dale Porter from the University of Exeter. Although I’ve seen (and used) plenty of examples of Augmented Reality both using markers and without markers (for example using Layar), I really liked the way he presented the example. He used one of the participants to perform a “magic trick”. He had her fix a marker on her body while he put on his magicians coat, but while talking he decides to take of the coat again and needs another volunteer who need to hold the coat in front of the participant with the marker. He then made sure the AR software was running on his laptop, aimed it right, had all of us count down from 4 after which the coat could be removed. On the image projected from his laptop we could see the first participant with a number of organs projected on her body. Tadaa! 🙂
Great show.

Dale also provided a number of additional resources which I’m going to list here for those that don’t have access to the conference system:

  • Link to their showreel video of how they’re using the technology at the University of Exeter.
  • Project blog.
  • Set of Toolkit resources, designed to help others create AR education applications.
  •  Instructional fact sheet on the ‘Hoppala Augmentation’ service, offering a graphical web interface to create augmented reality contents with just a few mouseclicks.
  •  Video showing feedback from educationalists during their Toolkit day on campus.
  • Project Twitter account
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sep 072011

John Davies and Clare Hardman from the Teaching and Learning Development Unit of the University of Sussex did an interesting session about their Me2U project. They use the Echo360 Personal Capture system with which teachers can create (small) recordings on their laptops. It works similar to what I would do with Camtasia Studio, but without the more advanced options. However, this also makes it easier for faculty to use.

They found similar results as that we found in our study: students that accessed the recordings had better marks for the course, though that doesn’t automatically prove causality. They also compared the results of the two groups of students (the ones that watched and didn’t watch) for a course that ran at the same time and that wasn’t recorded and there there was no significant different between the results of the two groups.

More information about the project can be found on this website.
A short introduction to the session by John Davies, using the Echo360 Personal Capture system, can be found here.

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