- assemble content (PDFs, Word and Excel docs, etc.) for use in lessons, write and store lessons and syllabi
- quick access and easy retrieval of ideas: thoughts typed out, pictures taken with a mobile device, articles (full or snippets) seen on the web, musings recorded on smart phone – a great help in the car, EN can even transcribe your long voice note into text
- record audio from a student presentation with a smart phone, reference it for grading and send back to students for their review
- collect e-mails, papers, and other items to reference for annual performance review
- store scans or photos of returned papers, tests and quizzes for future reference, creating a simple to use, easily accessed e-portfolio
- using a mobile device, take pictures of the white board at the end of class and pay more attention to the lecture (with instructor permission?)
- type outlines for class notes and readings – review anywhere
- rehearse for a presentation by creating an audio note on a smart phone
- collect research materials for papers – Evernote automatically records the URL of all saved content
- keep pictures of a driver’s license, ID card, library card, medical insurance cards, important receipts, contents of a suitcase, closet, or other valuables in a residence hall or home
- storage for all instruction manuals (PDF, scanned, web) and warranties
- recipes clipped from the web, scanned from a recipe box or as pictures taken from a magazine with a mobile device
- lists containing long term goals and checklists of things to do and items to pack for different kinds of trips
- pictures of price tags for items when you’re comparison shopping – should I buy razors at Target, BJ’s or on Amazon?
- record audio notes and capture artwork from young children, automatically stored in the cloud and easily shared
. If I want to break the link, I can tell EN to stop sharing.
By Todd M. Sodano
Some of today’s better-equipped college graduates exhibit the triple threat of being able to effectively write, speak, and present visually. If you’re struggling to find an assignment for your students to hone such skills, consider the video essay. If you’re studying film, television, or digital media, consider the video essay. (Here is a popular site that offers sophisticated analyses of films, TV shows, music, etc. –
Each semester in my intro to video production course, in which they learn how to tell original stories through shooting, directing, and editing digital video that they produce, my students also critically analyze films. This type of analysis advances the traditional critical essay students have written. After writing a brief essay that answers questions I have posed for them in advance of them viewing the film, students record podcasts in which they orally deliver their analyses.
They don’t stop there. The students then edit their audio to remove vocal fillers (“uhhs” and “umms”) and mistakes as well as to include any music or sound effects. Upon completion of the audio recording, they add video clips from the actual film or television program, which enhance the claims they have made. Students with a fundamental understanding of nonlinear editing (e.g., Final Cut Pro, Avid, Adobe Premiere, iMovie) can easily incorporate elements from the original text to produce their video essay, which enhances the basic, voice-only criticisms that Prof. Sarachan’s students have used.
Because the “amount and substantiality of the portion used in relation to the copyrighted work as a whole” is minimal and the students are not affecting the “potential market for, or value of, the copyrighted work,” the Fair Use doctrine would apply to this assignment. Moreover, there would be no need to secure permission for using the original text. The challenge is to make sure the film or TV program is in an “editable” format (e.g., a .MOV file) that allows the student to manipulate it. For instance, since DVDs are encrypted, copy-protected works, consider (if you have a Mac) using such free programs as HandBrake or Mac the Ripper to descramble the work and MPEG Streamclip to export the ripped file to that editable format. According to the Copyright Office of the Library of Congress, this also is permissible. See § 201.40 – Exemption to prohibition against circumvention (page 19).
The video essay allow students to grow more versatile with digital media while upholding the traditional principles and techniques of good writing. And, at the very least, it allows us to save on printing costs.
In the digital world we live in today, we all know the endless amount of data that is collected throughout the many interactions that occur in our daily lives. You can see the evidence of this type of data in a variety of ways, including Amazon’s recommendation feature that suggests what products you might find interesting based on your previous purchases and what similar customers also purchased, as well as the Netflix movie recommendations that are created based on your ratings of previous movies you’ve watched. You probably won’t be surprised to know that even one of the large, local companies (where I know I spend too much time and money) uses this technology as well. Wegmans uses the data from Shoppers Club Cards for a variety of purposes, including sending out coupons and making sure the right products are stocked based on store locations. In at least one case, Wegmans even contacted shoppers who purchased a certain brand of soup to let them know about a recall on the product. We all create these kind of data points every day without even noticing it. Companies have found a way to utilize this type of data for marketing, advertising and to create better products and services based on what they have learned about their customers. This strategy of data mining for business purposes has been going on for many years.
With the increased use of technology and web-based tools in education, students have also left data footprints as they travel through their educational activities online. This data often goes untouched by many educators; however, there is a growing trend to make better use of this data to increase student learning. Many educational technology companies are beginning to focus on better utilization of this data and enhanced reporting to allow educators to use the data in more effective ways.
When we hear “Khan Academy”, most people immediately think of a short video with a black background, annotated colorful text and someone talking through a complex math theory. This is a large part of what Khan Academy offers, but a key component of their overall design is the tracking of student progress through a series of these short videos and accompanying activities over time. This data is collected while the student watches videos and completes short practice questions and concept quizzes during and after each skill checkpoint. The data collected includes not only the answer to the quiz questions, but data on how many times a student has viewed a certain video, how long they spent on it, what time of day it was viewed and more. Check out this Khan Academy data reports page for a full list of the reports they offer to educators to track the progress of students.
Knewton is another company innovating new ways to utilize the vast amount of data created by students throughout their learning experiences online to create tailored and more personalized learning environments for each student. Check out the below video from Knewton’s website.
Many publishers, including Pearson, Houghton Mifflin and Wiley, partner with Knewton in order to apply their adaptive learning technology to the large amount of content that publishers have created over the years. The combination of resources, on one side focused on the analytics and the other on high quality content, create innovative, data driven tools that can quickly be used by students and instructors in a variety of course and content areas.
Now that we have discussed the type of data that is tracked and how it has been used in a few examples to create personal learning environments for students and valuable reports for instructors, you might be wondering, “How can I apply this idea to my own courses?”
First of all, both examples listed above, Khan Academy and Knewton, provide content that utilize this type of data collection and reporting to instructors in many disciplines. Check to see what might be available for you. Also, check with your publishers if there are other resources that might give you this type of information. If you are using other technologies in your courses, check to see what type of statistics the tool is tracking already on student usage and if the reports of this data might be useful to you.
If you use Blackboard in any way, even just to post a syllabus document, there is already data available at your fingertips. You can quickly see the last time a student has logged into your course, as well as if they clicked on the file that you uploaded for them to read before the next class. The amount of data available for you to view in reports increases with your use of the variety of Blackboard tools. For example, you can view how many times a user has clicked on a specific content area, as well as other tools like activity in discussion forums and groups. These reports provide the specifics on each student, as well as the common days and times that content is most used in your course overall. Combine this data with the results of a short quiz activity and you would be able to acquire similar data that is made available to users of Khan Academy resources.
Blackboard also provides tools for early warning messages based on predetermined rules. If a student meets a certain criteria identified by the instructor as “at risk” on a certain assignment or overall in the course, the instructor is notified and is prompted to send a notification to the student directly. Blackboard also provides adaptive release tools that allow instructors to control the release of certain course material based on the successful completion of previous items.
A variety of other commonly used tools at Fisher provide similar types of data and reporting features to instructors. Echo360, for example provides instructors with a easy to view report that includes data on how many times a video recording has been viewed by unique viewers and overall, as well as a heat map of the video indicating points that have been viewed most frequently by all students. These points may indicate areas of confusion where content was viewed multiple times. These statistics can be very handy if you are teaching with the flipped classroom model, which we discussed in a previous post, in order to know who is viewing each recording prior to class and to identify areas that might need further clarification in the next face-to-face class session with the larger group. Below shows an example of the Echo360 statistics.
The data provided by a variety of educational tools can be used by instructors to paint a more accurate picture of where students are spending time, where they may be struggling with content and students who may not be fully engaged with the course. The ability to access and utilize this data can help all instructors make more informed decisions in communications with individual students, as well as for course development and planning overall.
With the beginning of the semester underway, I thought about web 2.0 tools that could be relevant to your teaching. Have you thought about using Glogster and having your and your students glog? Glog is hybrid term for graphics blog. Used as advertised through Glogster.com, it is a social network that has its community members create interactive posters. Users can incorporate text, images, photos, audio, videos, special effects and other elements. Glogster EDU can be used by educators and students. The way that you might use glogster in your courses is left solely to your imagination. Does your department have a new course they are piloting? Glog it. Are you trying to ramp up enrollment for your course? Glog it. How about building classroom community? Instead of the typical introductions that we often do the first day of class why not have students upload a glogster to blackboard and students can get to know everyone before class starts. Teaching online in the RN program or piloting an online course? What a perfect interactive way to have students get to know each other than through an uploaded video or asynchronous thread. Students and teachers can be provocative, creative, and use multiple genres (text, videos, audio, images) to represent themselves to the online classroom community. This visual, audio representation of you and your classmates can really enhance the online and face to face classroom community.
Beyond advertising your course and developing classroom community, there are content uses for glogster as well. In my literature course, students have created book trailers and embedded those videos into glogster to create a book poster to promote reading of the texts for their future K-12 students. Certainly it could be used in other subject areas in different ways. Students could create an interactive historical event glogster, a biography glogster, a scientific procedure glogster, etc. Students can also glog as a multi-genre writing project as well. The possibilities are endless and with your imagination and commitment, can be used in multiple ways. Get out and play—get to glogging! The sample glogsters provided in this blog are from my students in GRDG 670 which is a literature course. They had to do glogsters for the books in their literature circles.
I’m posting the web addresses as wordpress doesnt embed the glogs since these were created on glogster.com. If you use edu.glogster.com, it’s more user friendly and easier to embed.
Do you Doodle? No, I am not referring to those silly drawings that start to appear on your notepad during long meetings. Have you ever found yourself sending a meeting request to a large group for the availability of each person and working diligently to find an overlapping time that will work for all? We all know this task is almost impossible and even if you can find a time, your inbox is now cluttered with the messages associated with the conversation among the group. Doodle makes this process so much easier and efficient. Doodle allows you to send a specific kind of poll to a group for the intended purpose of finding a common meeting time. Each person responds to the poll by selecting the options that will work for them. Based on the responses, you identify the preferred meeting time for the group. And best of all it’s free to use this tool! This tool is great when you need to schedule sessions with students, especially a group of students at once. Watch the below clip to get an idea of how it works.
The academic uses of this tool are endless. I have seen faculty use the tool most commonly for the scheduling of events that happen outside of the normally scheduled class period when the availability of each student is unknown and for academic advising sessions that are often difficult to schedule. The great thing about the tool is that you can provide the group with a variety of options that they must choose from, so their choices are already limited to options that you know will work for you. Also, there are some settings that are really useful for academic purposes, like confidential polls where the name of each participant in the poll is kept private. The names can still be seen by the originator of the poll, but not by others. You also have the ability to limit the number of people that sign up for each time slot and to restrict participants to only choose one of the available options. These settings are really useful when trying to schedule 1-1 sessions with students. This tool is also great for students who need to schedule times to meet outside of class for a group project or to study for an exam. Share the link with them and they can set up a Doodle on their own. Next time you think you have a scheduling nightmare ahead of you, give it a try.
Polling with Qualtrics in Blackboard
Qualtrics is the online survey tool used frequently on campus for a variety of purposes by faculty, staff and students (if you would like to know more about Qualtrics, start here). In addition to the survey functionality, Qualtrics also offers polling functionality. These polls are really easy to create and distribute to a class through Blackboard. You can create a poll on any topic, but the question must be in multiple choice format. They are great for quick questions in which you would like to gather a response anonymously from a group. These polls can be created and then embedded into your Blackboard course to allow responses to be collected over a period of time or live during class.
Follow these three quick steps below:
1. Log in to Qualtrics and create a poll using the Poll tab.
3. Within a Blackboard content item paste this code into the Text Editor in HTML mode (<>) and click submit (if you have not used the HTML model in Blackboard before, I would be happy to walk you through this step).
Below is a screenshot of what the poll will look like in Blackboard with results. Student can respond directly within the Blackboard course and the results will be shown to all immediately. As more students respond, the results will continue to update. The results could then be used in the following class session as a great discussion starter.
Are there other tools that save you time during the semester or just make life a little easier? Please feel free to share your tools and ideas with others by adding a comment to this post.
If you’re like me, you love and thrive on discussion in the classroom. Too often, though, timing and/or logistics present obstacles to the facilitation of the rich, constructive discussion on which our students’ critical minds rely. So, what tech tool can we use, in the face to face classroom, which would afford us the ability to coordinate multiple small group discussions in one classroom? The answer is a synchronous chat tool. Now, to the techies out there, this will seem old school or basic, but a lot of professors that I talk to are unfamiliar with the synchronous chat concept or unsure how to use it or afraid to use it. So, in this post, I’m talking to the newbies, the undecided, the unsure. Most professors have experimented within the asynchronous world (blogging, posting discussion questions through Blackboard, having students post responses). Few, however, perceive the benefit of using a synchronous chat (real time chat) forum within the classroom. Today, I’d like to discuss the benefits of such while talking specifically about one space in which I’ve found the synchronous tool to be effective: Zoho.com. This site helps students with collaboration and productivity and boasts an array of business applications. I, personally, gravitated to the collaboration applications when Katie McDonald pitched it to me as a way of continuing my Web Pen Pals project when I lost the previous platform I had been using. My Web Pen Pals Project is housed within EDUC 418 and it’s a telecollaborative project between Fisher pre-service secondary teachers and local high school students. They meet in a secure, online setting throughout the semester and discuss young adult literature. Through this project, I began to see the value of such a tool inside my own college classroom. I had previously used discussion posts, but felt that students were just posting to meet a number and the discussion that occurred would, inevitably, seem forced and artificial. There was not much overlap or interruption, and the comments lacked the type of community building that I value within the compiled posts.
So why chat online in a face-to-face classroom? Well there are many reasons I can offer as a rationale. First, chat builds classroom community and if that is something you value as an educator, the synchronous chat tool can only enhance your classroom community. Most of our students are tech-savvy in the sense that they use chat tools when checking Facebook and maintaining multiple side chats. Chat technology is ever present in video games, apps, texting, etc. It is a tool with which our students are familiar and a skill that they have developed. Furthermore, this particular chat tool in Zoho offers the capability of archiving the chats to be printed out and assessed upon demand. This aspect is one of the reasons I like the tool so much. I can finally see the discussion in its entirety! No longer do I have to worry whether the discussion is turning from academics to football as I walk away. Students can further analyze their discussions to see when instances of authentic dialogue evince themselves. What types of questions were asked that facilitated and encouraged talk? What types of questions/comments stifled talk—silenced participants? Professors could easily use this tool as a way to improve their students’ ability to have discussion. Any aspect could be analyzed and explored in the face-to-face classroom. How were arguments constructed? What rhetorical devices were used? Who dominated the talk? What quantitative data occurred, meaning what were the numbers in terms of participation and turn taking? These may seem like basic, rudimentary components of a discussion, but I’m often amazed at how our students fail at having a discussion. Most of them say that the first time they learned to have a discussion was in a college setting. In addition to these reasons, online chat provides a medium for those less likely to talk in class to feel empowered and emboldened to speak out and participate. Are you sold? If not, here’s some more info on Zoho.
Setting up groups for group chats is another appealing perk of using Zoho in the classroom. Zoho is connected to gmail accounts, so Fisher students are already set up to log in. As a professor, you set up your account, accept your students as your friends, and create chat groups within your class. I usually set up no more than four in a group. Students can connect in an on-campus lab or remotely—even through their smartphones. After setting up the discussion topic, you can move from group to group, just as you would walk around your classroom to monitor the discussion. The zoho chat allows for private chat, instant messages that are also archived for the instructor and the students to review. Emoticons and colored font are available for student use, allowing them to personalize their online identity. In addition to archiving the chats so that students can print copies and bring them to class for review or to turn in for a participation grade, the instructor also has access to the semester’s chat history. With this tool, teachers can go back and review the archived chats to see how students are progressing with their discussion skills. Another feature that I like is the upload feature that lets students use pictures, articles, and papers to emphasize their points while chatting, giving them access to supporting documentation, as well. In this way, you could use this and have students show you the work they have created during group project meetings outside of class. They can also access google docs and work on papers and projects in real time. There are so many applications that are housed within Zoho that can only enhance your face-to-face classroom. Check it out! I’d love to hear if any of you are using synchronous chats in your courses or, if you look at Zoho, what features you think you would be willing to try out.
Have you ever felt like you just don’t have enough class time to cover the topics necessary AND have a meaningful discussion with students that engage them on those topics? There is a growing trend in education that addresses this common issue faced by many instructors. The flipped classroom model is a large movement getting a lot of buzz and media attention lately. We often read and hear about new initiatives and research conducted in the areas of hybrid and online education, which often leaves those teaching traditional campus courses out of the mix. This model, however, focuses on the use of the same technologies and strategies often used in online and hybrid education to better utilize the time available in class with students and increase their time with the course material.
At its most basic level, the flipped classroom model, as stated in the “7 Things You Should Know About Flipped Classrooms”, is “a pedagogical model in which the typical lecture and homework elements of a course are reversed.” This model is also commonly referred to as reverse instruction. The basic idea behind the theory is to utilize precious class time with students to engage in active, problem-based tasks that require students to apply the knowledge presented in out of class lecture videos. Allowing students to watch lecture material outside of class means that each student can view the lecture as many times as necessary. These lectures are typically shorter versions of what may be presented in class, usually around 20 minutes or less. They are created around modular components of the content, so that when a student needs further clarification in a certain area, they can quickly pinpoint the module they need to view again. Student are commonly asked to complete a specific task while watching the lecture material. In many cases this includes the students documenting their specific questions or areas of confusion. Clickers or short quizzes are often used to quickly gauge the understanding of the class as a group after viewing the lecture material individually. The instructor uses this information to then guide where the class time is spent based on the areas that need additional support or clarification and asks students to participate in hands-on activities on those topics, usually in small groups. This teaching strategy requires a high level of ownership from each individual student of their own learning and an increased level of flexibility on the part of the instructor to be able to tailor class activities to the needs of the students.
The phrase “flipped classroom” was coined in 2007 by Jonathan Bergmann and Aaron Sams, two high school teachers from Colorado, who original designed their classes this way to address the issue of student absenteeism. Check out the Knewton Flipped Classroom Infographic for a great visual description of the model. Bergmann and Sams have also recently published a book on the topic titled, Flip Your Classroom: Reach Every Student in Every Class Every Day. One of the many great examples of the flipped classroom model in action in a high school setting is the Carpe Diem Collegiate High School in Arizona. They have embraced the flipped classroom model and even extended the use of the video lecture content into individual lab stations at the school that students use throughout the day. Students are allowed to move through content at a pace that works for them while tracking their competency at each level. Instructors monitor the progress of their students and step in when needed for 1-1 or small group support. They have reported 92% of their students performing at a level of proficiency or better. This is much higher than the average level achieved across the state. Check out this article and the included short video for more details on this example.
Though the model started at the K12 level and is a great fit in many ways for that environment, higher education has also caught on to the advantages this method of teaching can provide. For example, San Jose University was recently featured in a blog post in the Chronicle of Higher Education on their use of the flipped classroom model in some of their most difficult undergrad courses. Students in the flipped class used lectures provided by edX, the non-profit organization founded in partnership by Harvard and MIT, which provides online courses and content freely available on the web . In addition, two sections of students took the traditional version of the course. Though this report does not represent a well-controlled study in any way (variables of different lectures and different exams make the conclusions a little muddy), the initial results show the students in the flipped version of the class scored higher on their midterm exams than the students in the traditional versions. There are many examples from other universities as well, some revising an entire curriculum around the model, some revising a single course, but this technique can also be used for a specific activity or topic within a course that you know often causes trouble for students. This strategy fits well with what many of you are already doing in your face-to-face classes where discussion and active learning techniques are an everyday part of your class time.
Though the flipped classroom model seems to be the latest buzzword in education, it is not necessarily a new teaching strategy. Spending time during class discussing or problem-solving based on prior reading done outside of class is not at all a new concept. As stated by Pamela Kachka in “Understanding the Flipped Classroom: Part 2”, “flipping a classroom is not a new concept to education. Using video lectures to present lecture content as homework, thus freeing up valuable face-to-face class time is the latest trend born out of a years old method.” The main difference in this new iteration of the technique is that it allows for the creation of lecture content to be delivered outside of class in an electronic format. Compared to textbooks and reading assignments which have commonly been the assigned out of class preparation, the recording of lecture content was not previously an easy thing to do for most faculty. However, with the advancement of many recording and screen capture technologies, this is now becoming more and more available for any faculty, often for free, not just those teaching online or hybrid courses.
Here at Fisher there are a variety of tools available to you to create pre-recorded lecture content that your students would be able to view on their own time prior to class. Echo360 Personal Capture is the most commonly used tool for this purpose and is available to any faculty on campus by request through the OIT Help Desk. There are also other tools that may be useful for this type of lecture creation, for example Camtasia, which is now available for use in the Educational Technology Instruction Room (L109). There are also a wide variety of free software packages that could be used as well including Jing, Screenr, and many others. iMovie is also useful for creation and editing of these videos if you use a Mac; Windows Movie Maker on a PC. For additional questions on the tools used to create pre-recorded lectures and to talk further about how to implement this teaching strategy into your own courses, please contact me directly (email@example.com).
“7 Things You Should Know About Flipped Classrooms.” 7 Things You Should Know About. Educause Learning Initiative, 7 Feb. 2012. Web. 24 Oct. 2012. <
Azevedo, Alisha. “San Jose State U. Says Replacing Live Lectures With Videos Increased Test Scores.” The Wired Campus. The Chronicle of Higher Education, 17 Oct. 2012. Web. 24 Oct. 2012.
Kachka, Pamela. “Understanding the Flipped Classroom: Part 1.” Faculty Focus. Magna Publications, 23 Oct. 2012. Web. 24 Oct. 2012. <
Kachka, Pamela. “Understanding the Flipped Classroom: Part 2.” Faculty Focus. Magna Publications, 24 Oct. 2012. Web. 24 Oct. 2012. <
“The Flipped Classroom Infographic.” Knewton Infographics. N.p., n.d. Web. 24 Oct. 2012.
Walsh, Kelly. “Education Technology Success Story – Carpe Diem Collegiate High School.” Emerging Ed Tech. Kelly Walsh, 16 Sept. 2012. Web. 24 Oct. 2012. <
“Exaudio, Comperio, Conloquor”
By the time students graduate from St. John Fisher College, most of them will have strong competencies in comprehending, writing, and presenting. Live presentations in front of the class that tether students to note cards and PowerPoint slides can grow incredibly mundane. Consequently, I look for fresh ways to have them deliver content and demonstrate their mastery of concepts. Developing podcasts offers the instructor a new mode to distribute content and the students a much-needed injection of creativity for demonstrating how well—or how poorly—they have grasped material.
Recently, I’ve begun to create podcasts of my own for students to watch. Podcasts are multimedia digital files that can include elements of video (film clips, slides, photos), audio (voice, sound effects, music), or both. They can be downloaded to a computer, streamed on a tablet, and played through a smartphone. If you’re headed out of town for a conference, your students can listen to your lecture or feedback on their papers while they’re running on the treadmill, eating lunch between classes, or sitting in traffic.
There are numerous free and simple programs to create podcasts, including Echo360 (contact OIT for a short training seminar), GarageBand (available on all Macs), and Audacity (Mac and PC). Often the best way to find the best/simplest/worst programs is to ask the students directly. For instance, one of my students had no idea how to create a podcast, and so she used her cell phone to record her voice and produced one of the class’s best presentations. As Professor Jeremy Sarachan in the Communication/Journalism department has explored, students can record videos directly to YouTube of themselves responding to course readings (our Macs have built-in cameras, or you can either borrow a camera from a videoconferencing kit from OIT or purchase an inexpensive web camera).
As Dr. Charlene Smith of the Wegmans School of Nursing and I discovered in our recent research collaboration, students lack confidence in delivering oral presentations but are more likely to apply what they learned from their ability to review their recorded presentations. They can observe their verbal and nonverbal communication and hone their delivery techniques. Furthermore, by offering podcasts as an alternative for (or a flat-out substitute to) the live oral presentation, I noticed that some of the more reserved students embraced the opportunity to show some personality and creativity in their podcasts.
Here is a podcast created by Brett Vergara ’14 for our COMM 264 – History of TV and Radio class in the Fall 2011 semester. (You may wish to right-click the file below and save it to your desktop to listen.)
As a Mac user, I find GarageBand to be the easiest and most user-friendly program to produce my “Toddcasts,” which I have used to develop tutorials for video production students, edit interviews with remote guest speakers, and record instructions for out-of-class assignments. GarageBand allows the user to record his or her voice and add stock music and sound effects. For instance, let’s say a student is creating a podcast that examines how sport culture has evolved in recent years. In addition to recording her voice (see screengrab below), she might also want to include a sound effect of fans cheering as well as a cinematic score to heighten the emotions of her claims.
A USB podcasting headset with built-in microphone.
In short, making podcasts allows faculty and students to communicate and archive their work more easily. Students can record and review their presentations, and instructors can produce their own lectures and deliver—in their own voice and tone—thorough feedback on student assignments.
Todd Sodano – FisherGeeks – Podcasting Oct. 2012
Right-click this file to save and listen to a podcast of this blog entry.
 This Latin phrase, which translates “To listen, to learn, to speak,” comes from an episode of writer Aaron Sorkin’s first television series, Sports Night (ABC, 1998-2000).
 Smith, C. & Sodano, T. (Nov. 2011): “Integrating Lecture Capture as a Teaching Strategy to Improve Student Presentation Skills Through Self-Assessment” in Active Learning in Higher Education, 12(3).
 Both of which are available through GarageBand and thus permissible for use. However, you may not sell those musical loops (songs, sound effects, etc.).