I recently created my first .epub file. This is a type of e-book file that can be read on Android devices, the Nook, Sony Reader, and portable Apple devices among others. The files are a little odd in the way they need to be formatted. Here are a few resources I found helpful when creating my first document.
http://calibre-ebook.com/
Calibre is a free and open source e-book library management application developed by users of e-books for users of e-books. This program allows you to convert between several different formats.
Adobe TV ebook creation using InDesign
This is a link to a series of three videos on Adobe TV about ebook creation using InDesign. These are what I primarily used to get started, and they helped a lot, although you need a little bit of an InDesign background to get started. You also need to be using InDesign CS4 or CS5 to export the .epub file.
Editor’s note: This blog entry was written by Lisa Minetti, Curriculum Design and Assessment Specialist at the College of Liberal and Professional Studies.
Consider this blog post an advertisement of sorts for a great resource I think anyone interested in educational technology should be reading whenever they get the chance!
The “7 Things You Should Know About…” series provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning. Use these briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues.
This month’s brief examines backchannel communications, which I mentioned in my recent post on designing interactivity into live web conferences on the Adobe Connect Professional tool. While our online faculty harness the power of the backchannel to foster participation and drive lecture content, I wonder whether others here at Penn are experimenting with using backchannel tools in their face-to-face teaching.
Anyone out there using chat, IM, Twitter, or Google Wave for group participation in their face-to-face classes? If so, would you consider sharing your activity with us here?
If not, what do you think are the potential pros and cons of enabling backchannel conversations to become a part of the student experience in face-to-face classes at Penn?
Editor’s note: This blog entry was written by Lisa Minetti, Curriculum Design and Assessment Specialist at the College of Liberal and Professional Studies.
Our “revolutionary video project” involved the delivery of over 30 hours of broadcast-quality lectures in a fully-online non-credit course to more than 1000 participants in 62 countries on 6 continents. Course participants watched the video lectures and discussed them using tools of the social web. Come hear a bit more about this and other exciting video projects:
Connect@NMC: Kaltura Inspire: The Future of Video in Education
This Webinar will explore how video and new forms of multi-media enabled learning are revolutionizing education across the country. Video in Education now goes beyond simple publishing and includes internal university ‘YouTubes’, deep learning management system integrations, collaborative video editing assignments, video for distance education and libraries, and media-powered blogs and social networks. Kaltura has developed an open source alternative to proprietary video platforms that is flexible, easy to integrate and includes custom tools specifically for education.
Join us for a showcase of revolutionary video projects. Penn State’s Chris Millet, Penn’s Marni Baker Stein, 2Tor’s James Kenigsberg, and Kaltura’s Leah Belsky.
Over the next few months we’ll publish here descriptions of other video projects we’re working on with Penn faculty. In the meantime, why not share some information about a project that you’re involved with?
Editor’s note: This blog entry was written by Lisa Minetti, Curriculum Design and Assessment Specialist at the College of Liberal and Professional Studies.
Faculty and staff at the College of Liberal and Professional Studies (LPS) have been using web conferencing software for the delivery of live lectures in online courses and web-based orientation and information sessions for the past three years. As more folks at Penn start using web conferencing tools, I wanted to share some of what we’ve learned about best practice in the design and delivery of real-time, online sessions.
1. Design your presentation mindfully; plan interactive moments.
Use the interactive features of your web conferencing software to keep your audience connected to your topic and each other.
Provide a warm-up activity. Share a map on the whiteboard and have participants identify where they’re located, for example, or have participants play a simple word game, like Hangman. Getting participants to use the interactive features right from the start helps set the “ground rules” for interactivity throughout the session.
Design moments for guided reflection. In her undergraduate World Music course, Dr. Carol Muller plays unfamiliar music to her students and prompts them to describe in few words their initial response to that music using the direct messaging tool. As the written responses come in, she continues to speak, rephrasing student thoughts using the academic register of her field. Within a few weeks, she notices that students start to use the language of ethnomusicology in their chat sessions.
Design question and answer sessions into your talk. While Dr. Peter Struck delivers lectures in his Greek and Roman Mythology course, for example, students are encouraged to participate in backchannel conversations with the Teaching Assistant via the chat tool. Every 10-15 minutes, he pauses his lecture, allows the TA to report on what students are commenting on in the chat, and then extends the conversations with the students via the voice and video tools before returning to his lecture.
Design small group work into your presentation. In Academic Writing and Research Design in the Arts and Sciences, a graduate seminar, Dr. Kris Rabberman uses breakout rooms for close reading and group discussions. In these private spaces, students work with a select number of their peers on an activity aligned with instructional goals. Dr. Rabberman visits each room to provide guidance/feedback. After the group exercise, students then return to the main room to present their findings/conclusions to the larger group.
Use polls (quizzes) to check for understanding and track participation. You can design these in advance, or create them as you deliver your content. In the LPS information session for online students, for example, we ask how many users have taken an online course before, whether or not they’ve used the web for real-time interaction, and, if so, which tools they’ve used (Skype, Google Talk, etc.). We then use that data to drive our conversations about how online courses work at Penn.
2. Create visuals that enhance your verbal delivery.
Share your screen with users. Take participants on a web tour or show them how to use online tools. As a guest lecturer in a graduate seminar, for example, David Azzolina from Penn Libraries introduces students to key databases and resources available in Penn’s extensive library system.
Create a whiteboard where participants can work collaboratively. Dr. Kris Rabberman uses the whiteboard to help students identify writing conventions and develop peer editing skills. She uploads samples of text to the whiteboard and asks students to use the marking tools to highlight/circle key issues.
Pre-load images or include them in your lecture slides. In a lecture describing the history of parliamentary land enclosure in Britain in the eighteenth century for her Introduction to Romanticism course, Myra Lotto includes historic maps and images of a pastoral countryside to convey the mood of that period.
Use PowerPoint strategically. In Calculus 2, Nakia Rimmer uses animated slides to guide students through solutions to complicated problems. Read Edward Tufte’s work if you want to learn more about the effective use of Power Point and the design of visual information. He’s bringing his one day course on Presenting Data and Information to Philadelphia on March 16, 2010.
3. Control your verbal delivery.
Speak a little bit slower and a bit more emphatically than you might normally speak in a face-face lecture session.
Vary the volume, rate and tone of your speech.
Incorporate pausing to highlight key ideas, transition between points, and/or recapture the audience’s attention.
Worried about whether or not your participants are following along? Establish techniques for collecting frequent feedback from participants. Have students use the “My Status” tools (shown on the right), for example, to let you know whether you need to speed up or slow down, speak louder or softer.
To learn more about effective practice in designing presentations using Adobe Connect Professional, visit:
Editor’s note: This blog entry was written by Lisa Minetti, Curriculum Design and Assessment Specialist at the College of Liberal and Professional Studies.
Tech blogs were buzzing last week with the news that CourseSmart had just released “eTextbooks for the iPhone“, an iPhone app which allows student and instructor subscribers to access their CourseSmart eTextbook. Seems fewer students want to carry around backpacks full of textbooks. Go figure.
Founded in 2007 and supported by six higher education publishers, CourseSmart provides higher ed markets with digital versions of over 7000 titles from some of the leading textbook publishers today (including McGraw Hill Higher Education, John Wiley & Sons , Sage Publication, Pearson and 10 others). According to its website, students from nearly 6000 universitites have subscribed to CourseSmart eTextbooks, saving an average of $62 per purchase.
Saving up to 50% off the publisher list price, students subscribe to eTextbooks for 180 days, in either fully online or downloadable versions. eTextbooks have the same content, page numbers, and layout as print versions of the text, as well as a suite of interactive tools which allow students to search for keywords, add notes, highlight key points, copy and paste quotes, print pages and even email excerpts to their classmates. What’s not to love?
Editor’s note: This blog entry was written by Lisa Minetti, Curriculum Design and Assessment Specialist at the College of Liberal and Professional Studies.
As we increasingly need to collaborate with each other across space and time, getting together with peers and colleagues gets more and more complicated. We’ve got a free tool that might make your life a bit easier: Yugma.
Yugma, whose name in Sanskrit means roughly “the state of togetherness”, is a free web conferencing tool that’s been gaining popularity in both business and academic worlds. Its key features include:
Desktop Sharing Allows you to share your computer screen with others, no matter what application, software or operating system you’re using at the time. You can also share mouse and keyboard controls at anytime, so creating slides or reports together flows smoothly.
Presentation Tools Highlight what you’re presenting and brainstorm your ideas using intuitive whiteboard drawing tools. You can save it all in a digital format you can review later or share with others.
You can use the free version of the tool to collaborate with up to ten people at a time. Click here to learn more and set up an account.
The College of General Studies hopes to receive a number of education accounts (with additional features such as recording) to share with faculty, students and administrators in the Penn community. Contact me if you’d like to try out a version of the tool with more features.
How could this tool help YOU? Have you used any similar tools you’d like to share? Have any ideas for how you might use the tool to improve engagement?
Our “revolutionary video project” involved the delivery of over 30 hours of broadcast-quality lectures in a fully-online non-credit course to more than 1000 participants in 62 countries on 6 continents. Course participants watched the video lectures and discussed them using tools of the social web. Come hear a bit more about this and other exciting video projects:
