Persuasive Speech: Class Presentations
July 12^th, 2010

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

• Using technology in teaching: William C. Clyde and Andrew Delohery. (Reference: LB2395.7.C59 2005 CD-ROM)

• Teaching today: an introduction to education (Reference: LB1775.2 .A75 2009 DVD)

• Learning spaces. (Reference: LB1060 .T854 2006 CD-ROM 1)

• Coaching and mentoring for success: supporting learners in the workplace [sound recording] / Ann Holloway, Jane Smith. (Reference: HF5387.H65 C63 2006 CD-ROM)

• Multimedia-based instructional design: computer-based training, Web-based training, distance broadcast training / William W. Lee, Diana L. Owens. (Reference: HF5549.5.T7L4264 2000 CD-ROM)

• How to teach through Socratic questioning [videorecording] : a three-part series by Richard Paul / Foundation for Critical Thinking. (Reference: LB1027.44 .P38 1996 pt. 1; LB1027.44 .P38 1996 pt. 2; LB1027.44 .P38 1996 pt. 3)

• Designing effective instruction / Gary R. Morrison, Steven M. Ross, Jerrold E. Kemp. (Reference: LB1028.38.K46 2004 CD-ROM)

• Interactive multimedia learning: shared reusable visualization-based modules / Abdulmotaleb El Saddik. (Reference: LB1028.55 .E42 2001 CD-ROM)

• Instructional media and technologies for learning / Robert Heinich … [et al.]. (Reference: LB1028.3.H45 2002 CD-ROM)

• Pathway to student success [electronic resource] / Chitra Subramaniam and Lisa Anderson. (Reference: LB2343.3 .S83 2008 CD-ROM)

• Peace education: conflict literacy as content for ESL learning: pre-conference workshop, directions for facilitator & handouts for participants / Anita Wenden. (Reference: HM1121 .W46 1994 Kit)

• Study skills for dyslexic students / edited by Sandra Hargreaves. (Reference: LB1050.5 .S88 2007 CD-ROM)

• Multimedia tools for communicating mathematics. (Reference: QA20.C65M84 2002 CD-ROM)

• The interactive geometry software Cinderella. (Reference: QA462.2.C65 C55 1999 CD-ROM )

• Adobe Photoshop now. (Reference: T385.B6827 1994 CD-ROM)

• Adobe Photoshop. (Reference: T385.A359 1993 CD-ROM)

• FrontPage 2002 for dummies (Reference: TK5105.8885.M53D672 2001 CD-ROM)

• Teach yourself–PageMaker 6.5 for Macintosh and Windows (Reference: Z253.532.P33B78 1997 CD-ROM)

• The 2007 Pfeiffer annual. Training / edited by Elaine Biech. (Reference: HF5549.5.T7 A66 2007 CD-ROM )

• Web-based training cookbook: Hall, Brandon, (Reference: HF5549.5.T7H285 1997 CD-ROM)

Mohammed VI Library :

• Macromedia Authorware7 (Reference: QA76.575 .A95 2003 CD-ROM)

• Microsoft Publisher deluxe with photo editing (Reference: Z253.532.M53 M53 2002 CD-ROM)

• Microsoft Visio standard (Reference: T353.M53 V75 2002 CD-ROM)

• Macromedia DirectorMX 2004 (Reference: QA76.575. M3 2004 CD-ROM)

• Macromedia Studio MX 2004 (Reference: TK5105.8885 .M32 2004 CD-ROM)

• Adobe Photoshop CS (Reference: T385 .A3584 2003 CD-ROM)

Center for Learning Technologies :

• Oracle (10g) DBMS.
• IBM Clearcase.
• Adobe Photoshop.
• Macromedia Flash.
• Macromedia Dreamweaver.
• Xinics Presto 4 Authoring tool.
• SQL Server 2005.
• Windows Server 2003.

Language center : 

• Xclass version 9.3
• Clarity
• Focus on grammar
• Issues in English
• English for Business
• Active English 1-2-3
• Accelerated English 1-2-3
• English vocabulary

School of Business Administration :

• Softwate used by our SBA faculty and students: SPSS

Learning Technology Research Articles :

The studies summarized in this paper show that CRS can facilitate the process of drawing out students’ prior knowledge, maintaining student attention, and creating opportunities for meaningful engagement. They can also assist instructors in assessing student comprehension and developing classroom activities that allow for the application of key concepts to practical problems.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/ClassroomResponse_Nov07.pdf

This paper offers a working model of the collaborative process and outlines basic approaches to assessing project-based group work. It also discusses potential risks and benefits of taking project-based collaborative learning online, and gives an overview of technology tools that can be used to support various activities in project-based collaborative learning.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/CollaborationTools_Jan09.pdf

This paper explores educational podcasting in three realms: the creation and distribution of lecture archives for review, the delivery of supplemental educational materials and content, and assignments requiring students to produce and submit their own podcasts. It introduces a range of educational uses for podcasting, and summarizes findings from the limited number of formal evaluations completed to date.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf

The goal of this paper is to provide an overview of lecture webcasting, and to summarize findings from several formal evaluations of the technology. The authors concentrate on questions of attendance, learning outcomes, student behavior with regard to access of archived webcasts, and effects on instructor behavior and quality of teaching.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/LectureWebcasting_Jan07.pdf

Useful Links :

Survey & Quiz Builders

Survey Monkey

http://www.surveymonkey.com

Supports a variety of survey types from multiple choice to rating scales to open-ended text. The survey layouts are customizable with over 50 survey templates in a variety of categories. Surveys can be created in any language, including Chinese and Arabic. In addition, all text and buttons in the survey can be customized for the respondent’s native language.

Survey Builder

http://surveybuilder.edmin.com/main.cfm

A free Web-based tool that lets you create, analyze, and distribute surveys online.  Three formats are offered: text, multiple choice and number answers.

Hot Potatoes

http://hotpot.uvic.ca/

The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is not freeware, but it is free of charge for those working for publicly-funded non-profit-making educational institutions, who make their pages available on the web.

Quia Web

http://www.quia.com/

Allows you to create activities, quizzes, games, Web pages, surveys, etc. and allows students to track their quiz results.  Free one month trial only.

WebQuests

http://bestwebquests.com/

Educators contribute successful webquests that have been fully developed to this site.  Only those that meet the criteria of involving some higher order thinking and require students to “transform” what they have learned are included.

Webquest.org

http://webquest.org/index.php

A webquest site that educators contribute to.  There’s a large assortment of ready made webquests for different subjects and for different grade levels.

Online Portfolios

Freewebs

http://members.freewebs.com/

A free online portfolio building tool with ready to use templates.  Ideal for students and educators who are not familiar with HTML or online authoring tools.

Pupil Pages

http://www.pupilpages.com/index.html

Pupil Pages allows students to create and maintain an online portfolio of their work and will follow students and their progression in school. Results in an online record and showcase of students’ accomplishments.  Fee involved.

Brainstorming & Critical Thinking

Inspiration

http://www.inspiration.com/

Visualization and brainstorming software.  Free 1 month trial.

Online Collaboration Tools

Think.com

www.think.com

Connects schools, teachers, and students from around the world to collaborate on projects, share experiences, and build knowledge together. Includes learning objects and tools to build web pages.

4Teachers.org

www.4teachers.org

Offers online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars. There are also tools for student use. Discover valuable professional development resources addressing issues such as equity, ELL, technology planning, and at-risk or special-needs students.

ThinkQuest by Oracle Education Foundation

http://www.thinkquest.org/

ThinkQuest inspires students to think, connect, create, and share. Students work in teams to build innovative and educational websites to share with the world. Along the way, they learn research, writing, teamwork, and technology skills and compete for exciting prizes.

Online Writing

Wikispaces

http://www.wikispaces.com/

Need somewhere to work on essays together? A wikispace for a class is a great place for students to post their work so that teachers and classmates can correct, improve, and discuss their work.

The Hero’s Journey from Maricopa Center for Learning & Instruction

http://www.mcli.dist.maricopa.edu/smc/journey/

The purpose of this web site is to create an environment where anyone can create their own story using the mythical hero structure described by Campbell. The Hero’s Journey web site was designed as a project to support the Storytelling Institute at South Mountain Community College and has been used by several mythology and folklore classes. However, we have made this site open to anyone else that wishes to learn more about writing stories along the hero’s path.

The Write Site

http://www.writesite.org/default.htm

Allows teachers and students to research and write their own news stories.  Includes  features desk, research beat and style section.  Monthly writing, reading and research contests, lesson plans, task cards, graphic organizers and checklists.

The Biography Maker

http://www.bham.wednet.edu/bio/biomak2.htm

Takes students through the process of writing and researching.

Learning Technology Lexicon :

In this section we’ll present definitions of learning technologies to help individuals who are trying to gain an understanding of these technologies to decode or define the acronyms and technical terms which are used to describe them.

A Content Management System (CMS) is a computer software system for organizing and facilitating collaborative creation of documents and other content. A content management system is frequently a web application used for managing websites and web content, though in many cases, content management systems require special client software for editing and constructing articles. The market for content management systems remains fragmented, with many open-source and proprietary solutions available. (Wikipedia)

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, and reporting of training programs, classroom and online events, e-learning programs, and training content. LMSs range from systems for managing training and educational records, to software for distributing courses over the Internet with features for online collaboration. Corporate training use LMS’s to automate record-keeping and employee registration. Student self-service (e.g., self-registration on instructor-led training), training workflow (e.g., user notification, manager approval, wait-list management), the provision of on-line learning (e.g., Computer-Based Training, read & understand), on-line assessment, management of continuous professional education (CPE), collaborative learning (e.g., application sharing, discussion threads), and training resource management (e.g., instructors, facilities, equipment), are dimensions to Learning Management Systems. (Wikipedia)

A Learning Content Management System (LCMS) is a related technology to the learning management system, in that it is focused on the development, management and publishing of the content that will typically be delivered via an LMS. An LCMS is a multi-user environment where developers may create, store, reuse, manage, and deliver digital learning content from a central object repository. The LMS cannot create and manipulate courses; it cannot reuse the content of one course to build another. The LCMS, however, can create, manage and deliver not only training modules but also manage and edit all the individual pieces that make up a catalog of training. LCMS applications allow users to create, import, manage, search for and reuse small units or “chunks” of digital learning content and assets, commonly referred to as learning objects. These assets may include media files developed in other authoring tools, assessment items, simulations, text, graphics or any other object that makes up the content within the course being created. An LCMS manages the process of creating, editing, storing and delivering e-learning content, ILT materials and other training support deliverables such as job aids. (Wikipedia)

Flash is commonly used to create animation, advertisements, and various web page Flash components, to integrate video into web pages, and more recently, to develop rich Internet applications (Wikipedia). As long as different browsers are equipped with the necessary plug-ins, Flash animations will look the same. With Flash, users can draw their own animations or import other vector-based images. Flash animation can only be created using the Flash animation application from Macromedia Inc. Flash is a very popular tool within e-learning.

Streaming media is streaming video with sound or streaming audio only. With streaming video or streaming media, a web user does not have to wait to download a large file before seeing the video or hearing the sound. Instead, the media is sent in a continuous stream and is played as it arrives. The user needs a player, which is a special program that uncompresses and sends video data to the display and audio data to speakers. A player can be either an integral part of a browser or operating system or downloaded from the software maker’s web site.

 

Useful Links :

The studies summarized in this paper show that CRS can facilitate the process of drawing out students’ prior knowledge, maintaining student attention, and creating opportunities for meaningful engagement. They can also assist instructors in assessing student comprehension and developing classroom activities that allow for the application of key concepts to practical problems.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/ClassroomResponse_Nov07.pdf

This paper offers a working model of the collaborative process and outlines basic approaches to assessing project-based group work. It also discusses potential risks and benefits of taking project-based collaborative learning online, and gives an overview of technology tools that can be used to support various activities in project-based collaborative learning.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/CollaborationTools_Jan09.pdf

This paper explores educational podcasting in three realms: the creation and distribution of lecture archives for review, the delivery of supplemental educational materials and content, and assignments requiring students to produce and submit their own podcasts. It introduces a range of educational uses for podcasting, and summarizes findings from the limited number of formal evaluations completed to date.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf

The goal of this paper is to provide an overview of lecture webcasting, and to summarize findings from several formal evaluations of the technology. The authors concentrate on questions of attendance, learning outcomes, student behavior with regard to access of archived webcasts, and effects on instructor behavior and quality of teaching.

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/LectureWebcasting_Jan07.pdf

Learning Technology Lexicon :

In this section we’ll present definitions of learning technologies to help individuals who are trying to gain an understanding of these technologies to decode or define the acronyms and technical terms which are used to describe them.

A Content Management System (CMS) is a computer software system for organizing and facilitating collaborative creation of documents and other content. A content management system is frequently a web application used for managing websites and web content, though in many cases, content management systems require special client software for editing and constructing articles. The market for content management systems remains fragmented, with many open-source and proprietary solutions available. (Wikipedia)

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, and reporting of training programs, classroom and online events, e-learning programs, and training content. LMSs range from systems for managing training and educational records, to software for distributing courses over the Internet with features for online collaboration. Corporate training use LMS’s to automate record-keeping and employee registration. Student self-service (e.g., self-registration on instructor-led training), training workflow (e.g., user notification, manager approval, wait-list management), the provision of on-line learning (e.g., Computer-Based Training, read & understand), on-line assessment, management of continuous professional education (CPE), collaborative learning (e.g., application sharing, discussion threads), and training resource management (e.g., instructors, facilities, equipment), are dimensions to Learning Management Systems. (Wikipedia)

A Learning Content Management System (LCMS) is a related technology to the learning management system, in that it is focused on the development, management and publishing of the content that will typically be delivered via an LMS. An LCMS is a multi-user environment where developers may create, store, reuse, manage, and deliver digital learning content from a central object repository. The LMS cannot create and manipulate courses; it cannot reuse the content of one course to build another. The LCMS, however, can create, manage and deliver not only training modules but also manage and edit all the individual pieces that make up a catalog of training. LCMS applications allow users to create, import, manage, search for and reuse small units or “chunks” of digital learning content and assets, commonly referred to as learning objects. These assets may include media files developed in other authoring tools, assessment items, simulations, text, graphics or any other object that makes up the content within the course being created. An LCMS manages the process of creating, editing, storing and delivering e-learning content, ILT materials and other training support deliverables such as job aids. (Wikipedia)

Flash is commonly used to create animation, advertisements, and various web page Flash components, to integrate video into web pages, and more recently, to develop rich Internet applications (Wikipedia). As long as different browsers are equipped with the necessary plug-ins, Flash animations will look the same. With Flash, users can draw their own animations or import other vector-based images. Flash animation can only be created using the Flash animation application from Macromedia Inc. Flash is a very popular tool within e-learning.

Streaming media is streaming video with sound or streaming audio only. With streaming video or streaming media, a web user does not have to wait to download a large file before seeing the video or hearing the sound. Instead, the media is sent in a continuous stream and is played as it arrives. The user needs a player, which is a special program that uncompresses and sends video data to the display and audio data to speakers. A player can be either an integral part of a browser or operating system or downloaded from the software maker’s web site.