Part 1 and 2 are both only 1 slide long, however they exemplify the change in the design. These were created after I found the Oregon State style guides, so they were created with official colors and a more streamlined layout. These allow students to practice identifying kids that might need alternative learning options. These don’t feature any groundbreaking changes, however they do show how I’ve become more layer oriented with a cleaner display.
This storyline project was created for CS 325 on General Recurrence. Katie Hughes the developer has this to say bout her experience:
Interested in scientific visualizations? Read on to learn how we tackle them.
This animation shows where (and when) a certain kind of plant grows its buds for flowers and new stalks, over the course of several years.
This animation was mocked up, tweaked, discussed, and completed within roughly three weeks.
Looking for ways to make your online class more interactive? Wondering what your students are thinking about a certain topic in your class? Wondering if your students are struggling?
Surveys are helpful tools to help us meet these needs in online classes. Google Docs offers a free survey tool, Google Forms, which you can use in your online class by following a few simple steps:
1. Go to your Google Docs account.
2. Create a Form.
3. Choose a Theme.
4. Write your questions.
5. Share a link to the live form.
6. Collect your responses in one convenient location, your Google Form spreadsheet.
Click the image above to watch a brief video that explains how Google Forms can work in your class.
Looking to bring a strong interactive visual element to an online class you are developing? Consider adding an interactive timeline like the one recently created for Paul Wanke’s HST 487 class using Articulate Engage.
These kinds of learning objects help to engage students with the course and can even help a topic come alive.
Here is a series of illustrations done for Neil Bell’s class on Plant Problem Diagnosis. These simple images will be shown along side real photos of diseased or otherwise inflicted plants to help students determine possible causes for the displayed symptoms. Illustrations are important for learning in this situation because the photos alone are so busy that they can be confusing.
You might be thinking about adding videos to your course if you are:
- Wanting to show a video in class for an assignment.
- Creating an introduction video to your class.
- Creating small video segments introducing to weekly modules or an assignment.
If you are interested in creating these videos yourself, we can teach you some of the best practices on how to make your video professional and having clear audio. We have flip cams available for loan and here are some helpful tips for beginners to get started shooting flip video.
So perhaps you are interested in showing a video in class for an assignment, much like what you may have done in the past for your oncampus course. Keep in mind copyrights differ between oncampus and online environments. The process of getting the video up to your online course is to either bring us a copy of the video, either DVD or VHS, or the call number if the video is available at The Valley Library. Keep in mind that blockbuster type movies are generally rejected from the studios or a heavy streaming fee will be taxed to the student, so please find an alternative.
After the video is brought to us, we will attempt to obtain copyright permission from the publisher. The video will be made available to the students and will be taken down if permission is denied. The video will then be hosted on a secure video server where viewers will need to login with their ONID account before viewing. The video is played back to students via a progressive download stream through adobe flash. For students on ipads or iphones they are also able to view the videos as it will switch over to an HTML5 player.
Creating an introduction video for your class is a great way to establish a connection between yourself and your students by seeing who you are. Keep introduction videos brief of no more than 10 minutes, 3-5 minutes is ideal. Information you will want to cover is a brief introduction of yourself, perhaps your background and your interested. Then proceed to cover an overview of the class and anything important the students will need to know. Avoid including date or term specific information, so that you are able to reuse the video per term. Otherwise you will need to create a new one every term.
You can also introduce weekly concepts or a project through a short video. The process is similar to an introduction video.
Here is a simple tool we created from scratch, which points out the mean, median, and mode values from a randomly generated set of data:
The instructor noted that students are required to have taken a basic statistics course before starting his Sociology class, but they have often forgotten how to apply the concepts of mean, median and mode to a data set. He asked if we could create a tool that would show these values applied to a data set that the students might actually encounter during their sociology studies. Continue reading
This is one illustration in a series on how water molecules are attracted to each other. As you can see here, 2 positive hydrogen atoms are fused with one negative oxygen. The negative oxegen attracts neighboring hydrogens but does not fuse.
Here we see how the polarization of water allows it to crawl up a small opening in a tube against gravity.
Here we see how different pollutants soak into soil flow through the water table.