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Podcast Mini Tools (Teaching Resources)

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For several years I've been using a couple of (free) tools to quickly create targeted content for students in my courses. While this is not a unique approach, for anyone looking to reach your students with a slightly less impersonal touch, a Podcast Mini Tool (PMT) might just be the ticket.

Let me answer some basic questions, then provide the links to the tools I use and let you try them out for yourself!
  1. Who is the Target Audience?
  2. What is the Purpose?
  3. When is it Appropriate?
  4. How to…

To begin with, this technique came about as a result of necessity more than anything else. I found when grading essays, quizzes, online discussion responses and other assignments there were often two or more common issues or errors noted. Sometimes it was the result of less specific guidance and other times it was the result of inaccurate interpretation of the guidance for the assignment.

Other Resources
Other Resources
Depending on the class size, commenting on shortfalls individually could take several hours. One way to address shortfalls is to make a blanket statement and attach it to everyone’s assignment. However, regardless how well crafted, it still felt impersonal. An off-shoot of this low tech solution was to prepare a blanket comment, then parse the appropriate areas for each student’s assignment and send it off. Less impersonal, a bit more effective, but a little time consuming.

In using the PMT you actually comment along as you go. For individual essays, reports or other writing assignments, you provide a wealth of valuable feedback specific to the student needs. More on that later.

Target Audience:

The target audience is the individual student. Feedback comes in three basic forms:
Constructive - tells the individual how to make something better or do something better; 
Corrective - tells the individual how to fix what was wrong or make something right; and
Praise - validates the individual and the work they performed
If you follow this order student responses to your assessments will improve.

Purpose:

The primary purpose of the PMT is to quickly and effectively provide guidance and feedback response on students’ work effort. A secondary purpose is to reduce the likelihood of misinterpretation or misunderstanding of intent. To be effective the student must interpret the written explanation in the manner you intended, or it loses its impact. Unless you have built a strong academic relationship with the student, your intended message in your written text is subject to distortion.

Appropriately Applied:

A good thing about the PMT is that you aren’t required to use it all the time, or for every student assignment. For example, if you’ve assessed multiple choice / True-False quiz, there may be little use in preparing a PM. Conversely, if you’re grading an essay style exam where more critical thinking and application of logical reasoning is required, a PM will better Construct, Correct, or Praise in terms of feedback than would the traditional text response.

Lastly, when the content that is being assessed is detailed or complex, or you have students at a geographic distance, the PMT is a good way to bridge the distance and encourage multilevel engagement.


Screencast-o-matic This PMT actually captures your screen and records audio/video. In some instances you may want to do more than point out errors in an assignment; you may want to provide another example. Since this PMT captures the screen, essentially anything you can replicate on screen will be recorded and made available to the student or the class. Recordings can be saved as MP4, AVI, and FLV formats.

The caveat to both of these PMT’s is that the free versions are limited to 15 minutes. The reasons why that is not a problem are 1) You can make unlimited recordings i.e., Pt 1 of 4; and 2) Anecdotal evidence suggests attention waivers after 15 minutes of watching a computer or cellphone screen.

Go Ninja…Academically
To get sort of Ninja while reading and assessing assignments, prepare a script with common errors or issues you noticed after each assignment assessment. Then as a summative explanation, prepare a blanket Podcast Mini outlining the common points of interest for the class as a whole and submit it to the class as a whole.

There is a strong likelihood that other educators have used other tools with varying degrees of success, so I don’t purport that the PMT is the only solution. What I can say is that it has been effective for me, and has helped reduce my grading/assessment of written assignments and increase my student interaction.

Check it out and see where PMTs will take you!


Disclaimer: I am not affiliated in any manner with either of these products, beyond being a free user.

Achieve Academic Success in College; And Still Have a Life!

Learn faster! Click here!
So, there you are...your first full week of classes, and homework assignments. How are you ever going to get through it all and still have time to socialize with your friends, or make friends, or just hang out?

There are lots of solutions that will have varying degrees of success including the:
"Dorm Hermit" This solution involves you only leaving the dorms for meals and class, with the bulk of your time spent studying and completing assignments.
1. Is it an effective use of your time? Absolutely!
2. Is it an efficient use of your time? Without a doubt!
3. Is it the best use of your time? Probably not so much.

Another solution is to become:
"Too Cool for School" This solution encourages you to enroll in the minimum classes required, ensure that the classes require minimal effort, then blow them off when something more interesting comes along.
1. Is it an effective use of your time? If your goal is to ease through the semester them probably yes.
2. Is it an efficient use of your time? If you want to complete a 4yr degree in 4yrs, then probably not?
3. Is it the best use of your time? If you're goal is to be the social center then absolutely!

Free Study Guide Information
While these two solutions represent the extremes, it is interesting to note how often students feel they are trapped between one choice or the other when a win/win solution is just a strategic plan away! The first thing you need is a calendar. Whether paper-based or digital is not as important as actually disciplining yourself to use it.

College classes are unique in that you receive a syllabus at the beginning of class which lets you know when significant events are due; quizzes, exams, assignments, etc.

Using the syllabus simply note in the calendar tool what activity and when it is due. Next estimate when you would need to begin working on the project in order to have it turned in on time, if you only worked on it for 15 -20 minutes per day. Here is where your smartphone becomes your smart
friend!

 Study SmarterThis is where the Distributed Practice of studying comes into play. Rather than cram for a test, or pull an all nighter for a project/assignment, distribute the assignment over the course of the week. Normally 15-20 minutes per day is sufficient to complete most assignments over the course of a week. Of course more detailed assignments including readings or research may take more time, but you can judge your progress as you go.

After you've expended your allotted time on a particular assignment, take a 10 -15 minute break, get up, move around and breathe. Then return and start in on your next assignment for the next class. Setting an alarm on your mobile device is a great way to coach yourself.

With regard to still having a life - if you follow the tact of identifying when assignments are due and adding the distributed practice of studying to your calendar, then when your friends are planning a social event, you'll know what you need to accomplish before you can participate. No guilt, no worries, just a strategic plan!

For Best Grades Study Method - Click Here
To Learn the Best Grades Study Methods Click Here
The simple strategy is to "do a little over the long haul" rather than trying to do it all in one setting.

A frequently asked question is, "do cram sessions work?" Unfortunately there have been inconsistent and mixed results. However, distributed practice has earned its place in the pool methods for improving student learning, has sound research results to support it, and is quickly developing a proven track record in academia.

If you truly want to achieve academic success and still have a life in college, the best solution is to apply this, or some other similar form of distributed practice for studying.

After all, there is more to college than the classroom and the dorms.
___________
Dr. Eugene Matthews

Formula for Measuring Excellence!

Success Starts here! Click the image to learn more!
When it comes to determining the possibility of excellence from an individual, a simple formula can be applied to predict their future contributions. The three elements are:
Performance
Effort
Passion
 

The aphorism "past performance predicts future behaviors" has been used so often it's sometimes dismissed as cliche'. However, when each of the elements above are align correctly, the formula reveals a simple truth and clarity:
Performance = Effort + Passion
Effort can be deconstructed, categorized an easily assessed based on the degree of exertion, energy, work, labor, power, muscle, toil, or strain applied to the task.

Passion can more easily be determined by the degree of preference, partiality, or emotional investment associated with the task.

Performance is simply a culmination of effort and passion, which has been demonstrated to contribute to ability. Simply put "It is what it is" (Tweet this) 
___________
Dr. Eugene Matthews

The Natural Order of Education

If you don't know, and want to know, you're considered a student.
Get the Abstract...Get Ahead!



If you do know, and want to share, you're considered a teacher.



If you know, and want to know more, you're considered a scholar.


Read, watch, or listen to something enlightening or inspiring, and Unleash the Scholar in you today!

Statistics help for students

Statistics Help For Students
A really great website that is designed for beginners in stats, and for those who need a quick and easy refresher. The pages are laid out in a very easy to read format, the explanations are crystal. The explanations help you to:

  • know how to enter data and what your data files should look like
  • see each SPSS screen as an analysis is done
  • understand how to interpret results
  • understand how to write your results up in APA style.
Measures of Central Tendency and Dispersion
Z-Scores
T-Tests - Independent and Paired Samples
Analysis of Variance (ANOVA) - Between and Within Subjects
Correlation - Pearson's r and Scatterplots
Helpful Resources

How to find a Research Topic (Pt 1 of 2)

Many of us find choosing a research topic to be a huge challenge! It doesn't help matters when we're told, "it can be on anything you want, as long as it connects with ....."

So we stare at a blank page hoping for inspiration! In this short two-part tutorial, I'll share with you some simple methods for finding a research topic, even when you may not know where you want to start!

However, finding a research topic is only half the challenge. The other half of the process is how to gather quality, and qualified materials to support your research. So this tutorial also includes some common and free tools you can use to help collect data and start you on the path to writing up your research!

You might also be interested in seeing how to quickly create a simple PowerPoint presentation to share your research with the world! Check out my free video tutorial PowerPoint Presentation, Quick Fast, and in a Hurry!

I hope you find this brief tutorial helpful, and if so - please leave comment and share it with your network!
~
Dr. Matthews


PowerPoint presentation Quick, Fast, and In A Hurry.

More and more often we are finding that sharing our message with groups, large or small, can best be done
using a slide presentation. One of the simplest commercial applications available is the PowerPoint slide presentation.

Even though there are dozens of features available, most general presentations don't require them, and in fact the message of the presentation can be lost in the "noise" of the bells and whistles available for the application.

Herein then, is a simple method for even the most novice of users to create a good PowerPoint presentation Quick, Fast, and In A Hurry.

For the tech savvy, there are elements not exposed in this tutorial that can be explored later.  
I hope you find this brief tutorial helpful, and if so - please leave comment and share it with your network!
~
Dr. Matthews

When Credentials Matter Less

If you don't know, and want to know, you're considered a student.


If you know, and want to know more, you're considered a scholar.


If you know more and want to share, you're considered a teacher.

Since education and learning are dynamic rather than static, everyone is a student, a scholar, and a teacher, whether they have the credentials or not. 
_____
Dr. Eugene Matthews

School's Back in Session! Here are some of the Best Note-taking Apps for the iPhone and iPad (Guest Post from Allyson Kazucha)


Best note-taking apps for iPhone and iPad

Looking for the best iPhone apps to quickly, easily, and powerfully take all of your notes? iPhones and iPads are are far better than leaving stickies all over the screen, fridge, door... you get the idea. Not only are note-taking apps nowhere near as messy, they're much easier to sort and organize thanks to folders and tags. We've already taken a look at the best text editing apps as well as the best handwriting apps but what about times when you want to jot down notes quickly and keep them easily available for later reference? Which note taking apps are the best and deserve your time and attention?

Evernote

Best note-taking apps for iPhone and iPad: Evernote
Evernote has native apps for most mobile and desktop platforms, so it can follow you wherever you go. Evernote not only supports standard, typed notes but checklists, audio, and picture notes. Evernote also lets you organize your notes into notebooks and provides tagging support. You can upload up to 60MB worth of notes a month for free, and that can include plain text, check lists, media attachments, and more. Premium accounts are available for a monthly or yearly subscription fee. Which premium you get offline support, much larger uploads, and more.
If you need the ability to save audio and media attachments, and want wide-ranging cross-platform support, get Evernote.

Vesper

Best note-taking apps for iPhone and iPad: Vesper
Vesper is one of the best looking note apps I've ever seen. It supports text, images, and tags, and any new tag becomes a new menu item in the sidebar so you can easily find your notes later. It's iPhone only but you can share notes via messages, email, and other standard options. Vesper also uses an archive approach that lets you get notes out of the way but you can easily refer to them later. You can also back up your notes, or sync them to another iPhone or an iPad running Vesper in 2x mode with Vesper Sync.
If you only need to take notes on your iPhone, and like having non-destructive archiving options, check out Vesper.

Drafts

Best note-taking apps for iPhone and iPad: Drafts
Drafts offers iCloud sync between both the iPhone and iPad versions. As far as typing notes, Drafts only supports plain text notes but can convert Markdown as well as detect links. The killer feature for Drafts, however, is its sharing options. Drafts can export and share notes to pretty much any third party service you could imagine from Facebook to Twitter to App.net clients to Dropbox. That makes it almost like time shift for text. When you have an idea, drop it in Drafts, then figure out what to do with it later.
If you need to jot down ideas quickly, but want a ton of options as to what you can do with them later, get Drafts.

SimpleNote

Best note-taking apps for iPhone and iPad: Simplenote
Simplenote, as the name implies, is a simple way to take and keep notes on iPhone or iPad. It supports tags, including the ability to tag people (contacts) for easy sharing. Simplenote also offers syncing, and includes options to publish notes to the web, and roll back to previous versions of a note. Simplenote is free to use but is ad supported. Upgrading to premium gives you more syncing options and removes ads, but will cost you $19 a year.
If syncing and versioning is important to you, check out Simplenote.

Microsoft OneNote

Best note-taking apps for iPhone and iPad: OneNote
OneNote is Microsoft's own note taking app and lets you not only take free hand notes, but create checklists, use your camera to capture anything you'd like to save for later, and much more. You can create multiple notebooks and search them or collaborate with others using OneNote. You can also take advantages of features such as ink annotation and and rich text formatting. OneDrive business users can seamlessly back up and sync their notes as well.
If you use OneDrive or are already tied into Microsoft's suite of products, OneNote is what you want.

Your picks for best note taking apps for iPhone and iPad?

These are the note taking apps we think are the best when it comes to general purpose notes most of us need to take on an everyday basis. Do you use any of the above? Let us know how they've worked out for you in the comments. If you use something else, make sure to let us know that too and why you chose it!
____________
Originally published by 
Help and how to editor for iMore. I can take apart an iPhone in less than 6 minutes. I also like coffee and Harry Potter more than anyone really should.

Mentor programs harm, more than help first-year teachers (Guest Post)

Lori Ihrig (left) explains the constraints new science teachers face in the first two years of their career. The results of her study support the stories Michael Clough (center) and Joanne Olson (right) hear from former students.
Credit: Bob Elbert
(Original post at http://www.sciencedaily.com/releases/2014/04/140421135538.htm)

New teachers deal with a multitude of challenges during their first year in the classroom, which is why many school districts develop mentoring programs to ease that transition. But a new Iowa State University study found that instead of helping beginning science teachers, these programs tend to reinforce the status quo, making it difficult for teachers to promote a deep understanding of science. Lori Ihrig, a graduate student in ISU’s School of Education, followed 10 new secondary science teachers during the first two years of their careers to study their teaching practices and the socialization process. Joanne Olson and Michael Clough, both associate professors of science education, worked with Ihrig on the study. The team found that new teachers were often pressured to adapt their practices to the status quo, even if that contradicted established research-based classroom teaching practices.

The structure of the mentoring programs these teachers encountered made it hard for them to trust their mentors and easy for mentors to exert power. In many cases, mentors reported directly to the school principal, who ultimately evaluated the teacher’s performance in consideration of contract offers and recommendation for licensure.
As a result, new teachers were reluctant to confide in their mentors, implement research-based practices that went against the status quo, or ask for help for fear it would hurt their careers. Ihrig, Clough and Olson presented these findings at the Association for Science Teacher Education conference in January, and the National Association for Research in Science Teaching conference in April.
Teachers in the study attempted to implement research-based teaching methods that promote science education goals. However, few received support, and several were reprimanded because their teaching appeared different. Many were told by administrators to adopt practices aligned with other teachers at the school, Ihrig said. This occurred even when those practices fell short of what is known about effective science teaching.
“Some teachers in the study implemented effective teaching without receiving assistance from their mentors regarding research-based practices. Others ran into so many constraints that by the end of their second year, their use of effective practices had decreased, and in some cases, disappeared,” Ihrig said. “Teachers who are capable of highly effective teaching practices are often being pressured to adopt the status quo. That needs to be talked about and addressed.”
Olson and Clough were disappointed, but not surprised by this study’s findings. “I stay in contact with most of our graduates and have a folder full of messages from former students, who describe how they are pressured to adopt archaic teaching practices,” Clough said. “Decades of research have made clear that those teaching practices do not promote deep understanding of science content, how science works and other important science education goals.”
Olson suspects the hostile teaching culture existing in some schools may contribute to the high attrition rate of new teachers. “The public usually assumes teachers leave because of the low pay, but when you ask teachers why they leave, the No. 1 reason they cite is working conditions,” Olson said. “We have individuals who left their school after the first year because it was a toxic environment.”
A hostile work environment can have a haunting effect for first-year teachers. The study found that even if teachers move to a more supportive district, they have a hard time trusting or building positive relationships with other teachers and administrators.
Teachers going stealth
Researchers spent time in the classroom observing teachers to evaluate their effectiveness. They found teachers who shared with their colleagues their research-based science teaching practices faced more negative pressure than those who did so quietly and did not call attention to their practices – what Clough, Olson and Ihrig call “going stealth.”
They explained that first-year teachers who “go stealth” find ways to navigate the constraints at their school by pretending to comply with the status quo. Many built a network of support with educators outside their school who were also implementing research-based science teaching practices. Ihrig says even though these teachers were more effective in the classroom, the situation was far from ideal.
“The problem is that we know new teachers are still learning how to teach. If they keep quiet, there’s no one around helping them implement those practices, and they don’t have people with whom they can collaborate within their school,” Ihrig said.
The need for support
The researchers do not want the study to be viewed as an attack on teachers, or as a sign of failing schools. They see it as a reflection of limited opportunities for administrators to learn about and support effective science teaching; a lack of infrastructure for safer mentoring programs; and pressures to meet external policies.
“Beginning teachers do need support and mentoring,” Clough said. “But their teaching practice is not benefiting from the kind of support often provided in school-based mentoring programs.”
It is clear that beginning teachers are capable of using research-based teaching methods and effective teaching, but they need support to further develop these practices, Ihrig said. She hopes policymakers will take note and support changes to benefit teachers and ultimately students.
“Putting new teachers in the position of transforming school culture is unfair,” Ihrig said. “We can help teachers become highly effective, if we create the right types of support. But currently we’re ushering new teachers into schools and socialization pressures are working against them implementing teaching practices that promote the science education goals we all ardently want for children.”
Reference
Iowa State University. (2014, April 21). Mentor programs harm, more than help first-year teachers. ScienceDaily. Retrieved August 11, 2014 from www.sciencedaily.com/releases/2014/04/140421135538.htm

The Job-based E-Folio

The Job-based E-Folio
By Eugene Matthews, Ph.D.

E-folios represent a continuum of work, which includes different elements, and experiences along that continuum. E-folios are not limited to art, education, or business, but are used in nearly every field or career.  The job-based e-folio differs from the standard portfolio in that the focus is on collecting information, developing artifacts and digitally managing the folio.

Where the portfolio stops at information gathering as to the prospective job seeker’s abilities and past successes, the e-folio continues through continuous information management and sharing. With the e-folio the job seeker has the flexibility to share their information nearly instantaneously.

An excellent overview of e-portfolios is available at 

https://sites.google.com/site/eportfolioapps/overview/levels.

In general, the three phases for e-folio artifact development are:
1)    Collect and Assemble
2)    Modify or Create
3)    Update and Manage

Collect and Assemble

The artifacts or evidence of prior performance must be assembled in a retrievable digital medium, scanned, photographed, or recorded. They must be date stamped to ensure relevance in terms of freshness, and be logically organized; whether by program title, topic, date, or type of activity. 

For example, if Courtney provided a 1-day workshop to colleagues on the updates to the equipment purchasing process, the following information should be captured to create the artifact for the e-folio:

Type of Program: (i.e., Presentation, Training Workshop, or Discussion)
Title of event or training: Updated Equipment Purchasing Process Workshop
Date/Time/Location: July 21, 2014
Name of presenter(s): Courtney Wells
          Any documentation, flyers, bulletins, posters, etc.,

For the job-based folio, the collection should also include pre-existing documentation including transcripts, awards, diplomas, certifications, proof of organizational memberships, etc. Furthermore, since it is nearly always required, an updated resume or vita should be on hand along with a list of personal and professional references. 

The value in the information is not simply possession of the information, but is actually in the ability of the individual to organize it in such a manner that retrieving it can be accomplished easily.

Modify or Create

One of the most challenging aspects of a job-based folio is determining what to use and what to store for later. In most cases, the level of freshness of the artifact may determine whether it is modified or recreated. For instance, if the last time the job seeker provided a presentation on something within their field was more than 4 years ago, then they should strongly consider modifying the artifact by updating an re-presenting the information. 

The participants and attendees will appreciate the new or updated information, and the job seeker will be able to update their artifacts. Similarly, of the job seeker has never conducted a workshop or held a presentation on a topic that falls within their scope of responsibilities, they should create a program and share it.

The two common questions many ask with regard to writing and publishing have been “where and how.”

Often one of the issues individuals run into when creating programs is a lack of time to organize and advertise the program. A simple means for creating a valuable artifact that can be widely might be to create a short informational video training session, 5-15 minutes. A quality video training can be quickly produced using free, and simple tools readily available to the public. For additional information, check out author Richard Byrne’s list of

Excellent Tools for creating Videos Without Installing Software (http://www.freetech4teachers.com/2013/04/the-five-best-tools-for-creating-videos.html#.UweM2_ldXh4). 

The video can be quickly distributed to colleagues and other interested individuals, and then added as an artifact. Similarly, published articles, books, informational white papers, etc., are an excellent source for artifacts and a relatively simple method for enhancing credibility.

A very common excuse as to why one is unable to write is the lack of time and equipment. With today’s technology, those excuses are less valid than ever before. For many the smartphone is a ubiquitous addition and is carried virtually everywhere, eliminating the lack of equipment, and the fact that several hours of every day are spend commuting or waiting for appointments, the lack of time issue is similarly overcome. 

For some specific steps as to how one can leverage their smartphone to write, check out Write your Next Article, Blog Post, or EBook Using Your iPhone 

http://computersight.com/computers/write-your-next-article-blog-post-or-ebook-using-your-iphone/#ixzz25SH52Fss.

There is a popular aphorism, which adequately describes persons looking for ways not to work:

“If it’s important, you can always find a way; if it’s not important you can always find an excuse.”


A significant determinant as to the success of a job-based e-folio is the current-ness of the information. Many job applications have been discarded without a thorough review simply because the job seeker used outdated information. Employers are seeking individuals who will bring freshness, enthusiasm, innovation, and new ideas with them. Job seekers using outdated terminology in their cover letters, or those with no new additions to their vita in 5-10 years are nearly always discounted as being stagnant, unwilling, or unable to change. This is not to suggest that the historical experiences and even artifacts can’t or should not be used, but rather to highlight the necessity for the job seeker to present current, relevant information to demonstrate their connectivity to their field.

The second aspect – manage – is perhaps the most overlooked and underappreciated concept of the job-based e-folio. Too often job seekers rely on traditional modes for managing and maintain their information; they rely solely on files and folders. Some only save their data on physical storage devices such as the 5 ¼ and 3.5 discs, or the occasional CD/DVD or USB drive. While the pros and cons of each device could be discussed at length, the reality is that there is a need to save the e-folio information in more than one location, and in more than one medium. 

For a list of the top 8 free online backup/storage sites visit http://www.techsupportalert.com/content/best-free-online-backup-sites.htm

The article concludes with the pros and cons some of the top storage devices. It is not the intent of this author to favor or decry any of the options presented, but rather to share with the job seeker that there are a myriad of mobile options available…for free.

The need for the mobile option for storage follows the principle of serendipity – the active job seeker may discover a unique job opportunity wherein if they had access to their resume, vita, references, or other artifacts, they could send them to a perspective employer immediately. As with social introductions and unplanned networking instances, when the job seeker has an actionable artifact, such as a business card with a quick response (QR) code, or a personalized and memorable website/web page to link to, they increase their opportunity to be remembered and possibly contacted.

Having an active, current, clear, and relevant e-folio is one-step toward securing meaningful employment at a time when competition for employment is as high as it has ever been. Job seekers with an online presence are more likely to see success than those without.  
_______ 
Dr. Eugene Matthews

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