Podcasting Online Faculty Development Programs from Jason Rhode on Vimeo.

Teaching with Blogs: Tips and Best Practices from the Trenches from Jason Rhode on Vimeo.

In addition to recording the session using a FlipVideo camera and sharing via Vimeo as well as a podcast in iTunes, I also experimented with live streaming the session using Twitcam. My colleague, Stephanie Richter, moderated the live stream / Twitter comments. The interactive online handout contains all the links, screen shots, and examples that I shared and/or referenced. Enjoy!

Cite this presentation as:

Rhode, J. F., & Richter, S. L. (2009, Oct. 16). Blogger beware: Teaching with blogs best practices. Presented at the 2009 SLATE Conference, Chicago, IL

Rhode, J. F. (2009, May 19). Getting started creating web pages with Google Sites. Presented at Faculty Summer Institute on Teaching Technologies, University of Illinois, Urbana-Champaign. | handout | links |

Rhode, J. F. (2009, May 19). Quick and simple creation of educational tutorials. Presented at Faculty Summer Institute on Teaching Technologies, University of Illinois, Urbana-Champaign. | handout | links |

Rhode, J. F. (2009, May 20). Mastering micro-blogging. Presented at Faculty Summer Institute on Teaching Technologies, University of Illinois, Urbana-Champaign. | handout | links |

Rhode, J. F. (2009, May 20). Web 2.0 gizmos and gadgets. Presented at Faculty Summer Institute on Teaching Technologies, University of Illinois, Urbana-Champaign. | handout | links |

…anyone who can sketch an idea on a napkin to create and perform stunning non-linear presentations with relations, zooming into details, and adjusting to the time left without the need to skip slides.

I was skeptical at first, but after seeing several sample presentations and receiving my beta invite, I had a chance to put together my first presentation using Prezi in about 30 minutes. I must admit that I am very impressed with this radically different approach to presentations. Prezi lives up to its claims and provides a simple and yet elegant workspace for creating as well as delivering presentations in real-time or sharing online for on-demand viewing.

I’d encourage anyone who gives presentations regularly to sign-up for a beta invite to Prezi and once you receive your invite, give Prezi a try.

While waiting for your beta invite, check-out the intro training video clips.

Mark my words…Prezi will completely transform the way presentations are given in the future. Prezi is that revolutionary!

Pecha Kucha is a presentation format (usually creative) in which information can be easily and informally shown. This presentation style started back in 2003 in Tokyo, Japan, by Astrid Klein and Mark Dytham. Originally, this presentation form was created for young designers to meet, network, and show off their work.

The idea behind Pecha Kucha is to present information in a concise way. Each presenter is allowed to show 20 images, with 20 seconds per slide. The goal of the presentation is to keep interest high and information flowing. Pecha Kucha has sprung interest all around the world and currently occurs in over 157 cities.

Since there are no restrictions to the type of information presented in a Pecha Kucha style presentation this formula can be used in all types of learning formats. As several of my students have pointed out, there are numerous applications for how this type of abbreviated, engaging presentation format in any number of contexts.

Here’s a sample pecha kucha presentation to get a taste of what the impact is like…death to bullet points!

Click here to view the embedded video.

The slides for the presentation are available here along with the links I reference.  If I am successful in recording the audio for my presentation, I’ll eventually add there here as well as on my edtech podcast.

Here’s the complete substance of the proposal for the presentation.

Title: The Chicken or the Elgg? Developing a Socially Constructed Self-Paced Learning Environment

Type of Session: Individual Presentation (preferred); Group Presentation (secondary)

Objectives:

• Explore theoretical framework for developing socially-constructed self-paced learning environments
• View sample installation of Elgg social networking platform and integration with Blackboard
• Review results of a recent research study exploring learner’s preferences for interaction in a socially constructed self-paced environment

Description: New types of technologies that support the needs of students in learner-paced courses are being developed and implemented, promoting the incorporation of an increasing number of informal interaction types. For example, emerging social networking solutions allow for interaction to take place among instructors and students beyond the confines of the course management system. Such informal learning environments provide a more open venue for learners to connect with others interested in the same concepts either in a different course section or but who may be enrolled in a different course section or are at a different stage of the course. (Rhode, 2006). Participation in such an organic learning landscape blurs the lines that have been previous drawn between formal learning applications and informal personalized learning environments that promote lifelong learning. As these traditionally separate learning venues converge, the underlying precepts previously understood need to be re-examined (Rhode, 2007).

It is reasonable to assume that the constructs of the course as well as the individual preferences of learners may influence the development of the learning environment and dynamics of interaction. This study explored the dynamics of interaction within a self-paced learning environment in which interpersonal interaction with fellow learners and the instructor is strongly encouraged by not necessarily required. Rather than mandating asynchronous communication solely within an instructor-driven threaded discussion board, emerging approaches to fostering interaction encourage the formation of online learning communities and communities of practice outside of the prescribed course boundaries that can serve to scaffold a rich and meaningful learning experience. This study examined the experiences of adult learners who participate in an online course incorporating a variety of traditional computer-mediated communication and emerging educational social software to learn what modes of interaction learners prefer as well as to what extent such interactions with fellow learners as well as instructor-generated multimedia are perceived as being equivalent.

References:

Rhode, J. F. (2006). Anatomy of a socially constructed self-paced learning environment. Retrieved August 20, 2007, from http://www.idolresources.com/?p=416

Rhode, J.F. (2007). E-learning interaction matrix: Essential elements of a socially constructed learning environment. Retrieved December 3, 2007, from http://www.idolresources.com/?p=486