Audacity Tutorial for Podcasters: "How to Podcast
'The definitive step-by-step guide on how to podcast
(including getting started, marketing, improving audio quality,
making money, and more).
This is the home of the free podcast tutorial that will take
your podcast from concept to launch fast and for minimal cost.'"
Wednesday, June 14, 2006
OSx86 Project - Home
OSx86 Project - Home: "So, in my eternal quest for free stuff, I ran across this 'hack' for OS X and immediately fell in love. You can now use box.net (very Web 2.0) just like you use .mac… except box.net gives you a gig of space for free and more space if you invite friends to sign up (with a link like the one I just used... it's also neat because they are listed as 'friends' in your account). All you have to do is sign up, set up a DAV on your Mac, give it your login name (for the secure connection) and you're ready to go. UneasySilence has some screenshots."
Friday, May 19, 2006
elearnspace. Connectivism: A Learning Theory for the Digital Age
elearnspace. Connectivism: A Learning Theory for the Digital Age: "Connectivism:
A Learning Theory for the Digital Age
December 12, 2004
George Siemens
Update (April 5, 2005): I've added a website to explore this concept at www.connectivism.ca
Introduction
Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42)."
A Learning Theory for the Digital Age
December 12, 2004
George Siemens
Update (April 5, 2005): I've added a website to explore this concept at www.connectivism.ca
Introduction
Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42)."
Thursday, May 18, 2006
Tama’s eLearning Blog ? Blog Archive ? A Podcast About the iGeneration Course (And Some Serious Thinking About Student Privacy & Podcasting)
Tama’s eLearning Blog ? Blog Archive ? A Podcast About the iGeneration Course (And Some Serious Thinking About Student Privacy & Podcasting): "A Podcast About the iGeneration Course (And Some Serious Thinking About Student Privacy & Podcasting)
In a comment on yesterday’s post, Burks Oakley, the Associate Vice President for Academic Affairs at the University of Illinois, pointed out that in his latest podcast produced for his Burks on Learning blog, he did something of a showcase or review of my iGeneration course, focusing on its use of blogs and podcasting. "
In a comment on yesterday’s post, Burks Oakley, the Associate Vice President for Academic Affairs at the University of Illinois, pointed out that in his latest podcast produced for his Burks on Learning blog, he did something of a showcase or review of my iGeneration course, focusing on its use of blogs and podcasting. "
Tama’s eLearning Blog ? Blog Archive ? Higher Ed Blog Con & Legal Issues in Podcasting
Tama’s eLearning Blog ? Blog Archive ? Higher Ed Blog Con & Legal Issues in Podcasting: "Higher Ed Blog Con & Legal Issues in Podcasting
James pointed out today that Higher Ed Blog Con is well under way. All the papers and talks are being posted online throughout April and there are some fantastic things coming up. The first day had a great talk from Mark E. Ott called “Giving the students what they want: Short, to-the-point e-lectures” which compares screencasts and podcasts and looks at the utlity of both (the paper also led me to Mark’s really interested educational technology blog “My Educational Diatribe” which I shall be reading from now on.)
Also of great interest given my podcasting inclinations was a talk by Colette Vogele and Elizabeth Townsend Gard entitled “Legal issues in podcasting the traditional classroom“. Their abstract:
Colette Vogele and Elizabeth Townsend Gard will explore the legal aspects of podcasting in teaching and higher education. Colette is the author of the new Podcasting Legal Guide (soon to be available at Creative Commons and the Center for Internet and Society) and Elizabeth focuses her research on copyright in an academic environment. Colette will explain legal basics surrounding podcasting, and Elizabeth will focus on the higher education environment, particularly podcasting the traditional classroom. The presentation will address copyright, trademark, and right of publicity/privacy questions that arise in the context of podcasting in the teaching scenario. Copyright questions have to do primarily with third-party materials that are used in the podcast, and the rights under which the podcasting teacher wishes to distribute her content. Traditional licensing, Creative Commons licensing, and public domain dedications would be addressed. Questions about ownership of the podcast content (e.g., the institution vs. the teacher?) would also be discussed. Elizabeth will focus the second part on “What questions should we ask when we podcast the traditional classroom?” This will look at at the specifics of Section 110 of the Copyright Act , which includes both exceptions to using copyrighted materials in the traditional face-to-face classroom teaching and the additional recent exceptions added with the TEACH Act. How does podcasting change classroom choices? What choices do podcasters have when podcasting the classroom? This part will also look at the additional issues of ownership of the podcasted lecture and student work that is podcasted.
You can download the entire presentation (with both .mov files and the powerpoint slides) and I recommend you do as the two offer a great primer on thinking through the legalities of podcasting in academia."
James pointed out today that Higher Ed Blog Con is well under way. All the papers and talks are being posted online throughout April and there are some fantastic things coming up. The first day had a great talk from Mark E. Ott called “Giving the students what they want: Short, to-the-point e-lectures” which compares screencasts and podcasts and looks at the utlity of both (the paper also led me to Mark’s really interested educational technology blog “My Educational Diatribe” which I shall be reading from now on.)
Also of great interest given my podcasting inclinations was a talk by Colette Vogele and Elizabeth Townsend Gard entitled “Legal issues in podcasting the traditional classroom“. Their abstract:
Colette Vogele and Elizabeth Townsend Gard will explore the legal aspects of podcasting in teaching and higher education. Colette is the author of the new Podcasting Legal Guide (soon to be available at Creative Commons and the Center for Internet and Society) and Elizabeth focuses her research on copyright in an academic environment. Colette will explain legal basics surrounding podcasting, and Elizabeth will focus on the higher education environment, particularly podcasting the traditional classroom. The presentation will address copyright, trademark, and right of publicity/privacy questions that arise in the context of podcasting in the teaching scenario. Copyright questions have to do primarily with third-party materials that are used in the podcast, and the rights under which the podcasting teacher wishes to distribute her content. Traditional licensing, Creative Commons licensing, and public domain dedications would be addressed. Questions about ownership of the podcast content (e.g., the institution vs. the teacher?) would also be discussed. Elizabeth will focus the second part on “What questions should we ask when we podcast the traditional classroom?” This will look at at the specifics of Section 110 of the Copyright Act , which includes both exceptions to using copyrighted materials in the traditional face-to-face classroom teaching and the additional recent exceptions added with the TEACH Act. How does podcasting change classroom choices? What choices do podcasters have when podcasting the classroom? This part will also look at the additional issues of ownership of the podcasted lecture and student work that is podcasted.
You can download the entire presentation (with both .mov files and the powerpoint slides) and I recommend you do as the two offer a great primer on thinking through the legalities of podcasting in academia."
Wednesday, February 08, 2006
Journal of Educational Technology & Society
This is an interesting journal that looks like it has some practical articles amidst all the theory...
This is an interesting journal that looks like it has some practical articles amidst all the theory...
Free Curricula Center: "Overview of the Free Curricula Center
The Free Curricula Center (FCC) helps students worldwide reach their educational potential by producing and distributing university level curricula that can be copied freely and modified cooperatively.
Specifically, FCC serves as a focal point for the development and sharing of textbooks, instructor guides, and other educational materials. These materials, called free curricula, are released at no cost into the public domain or under an 'open source' style license. This license allows anyone to make and distribute copies without having to pay, and to modify the curricula as long as those modifications are released under the same terms.
The Center helps its participants work together to create textbooks, instructor guides, and other materials for the subjects in which they have expertise. We do this by providing online tools to help educators collaborate successfully and by proving a space on the Internet where students can have free, easy access to their finished products. We also serve as a link to the resources of others, and mirror their material when permitted."
The Free Curricula Center (FCC) helps students worldwide reach their educational potential by producing and distributing university level curricula that can be copied freely and modified cooperatively.
Specifically, FCC serves as a focal point for the development and sharing of textbooks, instructor guides, and other educational materials. These materials, called free curricula, are released at no cost into the public domain or under an 'open source' style license. This license allows anyone to make and distribute copies without having to pay, and to modify the curricula as long as those modifications are released under the same terms.
The Center helps its participants work together to create textbooks, instructor guides, and other materials for the subjects in which they have expertise. We do this by providing online tools to help educators collaborate successfully and by proving a space on the Internet where students can have free, easy access to their finished products. We also serve as a link to the resources of others, and mirror their material when permitted."
Friday, January 13, 2006
EDUCAUSE | Resources | Effective Practice Detail: "Online Faculty Resource Center
Institution: Berkeley College-Westchester Campus
Date Submitted: 9/4/2002
Subject Terms: Faculty Computing Support, Faculty Development
Background/Challenge: Busy faculty members teaching online classes were in need of continuous support, beyond introductory and advanced workshops, open labs, and mentor support. Berkeley College's commitment to continuous online faculty support led to the formation of the Online Faculty Resource Center.
Practice/Solution: Berkeley College's Coordinator of Faculty Support developed the Online Faculty Resource Center, an all-inclusive center that provides ongoing support for online faculty. The center contains information about workshops and open labs; pedagogical and technical suggestions for developing online courses; a sample online course; external links to articles and resources; specific college policies and procedures; and an active discussion board and virtual chat. "
Institution: Berkeley College-Westchester Campus
Date Submitted: 9/4/2002
Subject Terms: Faculty Computing Support, Faculty Development
Background/Challenge: Busy faculty members teaching online classes were in need of continuous support, beyond introductory and advanced workshops, open labs, and mentor support. Berkeley College's commitment to continuous online faculty support led to the formation of the Online Faculty Resource Center.
Practice/Solution: Berkeley College's Coordinator of Faculty Support developed the Online Faculty Resource Center, an all-inclusive center that provides ongoing support for online faculty. The center contains information about workshops and open labs; pedagogical and technical suggestions for developing online courses; a sample online course; external links to articles and resources; specific college policies and procedures; and an active discussion board and virtual chat. "
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