Modified an existing Flash tutorial on plagiarism with new language, and added functionality to allow tracking students' answers to the quiz at the end of the tutorial.
The solution was to use a course iSite to host multimedia that helps provide context outside of class to topics covered within class. The PITF gathered images of people, places, or events involved in each case study and created powerpoint presentations for the professor to show in class. News footage surrounding the events contained in the case studies were identified and assembled so that the students could be immersed in the case study and absorb the context to topics outside of class, such as “The Saturday Night Massacre,” “Tobacco Litigation,” “Abu Ghraib” and other relevant topics. Copyright and costs involved with using the footage were investigated. Video footage was integrated with the Video Annotation tool so students could share comments or ask questions while watching the video.
The PITF assisted with these challenges by: a) Working with the professor to identify and compile video excerpts for delivery via the course iSite. b) Developing a website with resources and best practices for effective presentations. The site includes a variety of presentation tools, including Xtranormal, VoiceThread, Powerpoint, and more. c) Identifying a solution that would allow Professor Guinier to collect student feedback and then deliver individual student feedback in a streamlined manner while storing it in an easily accessible archive for future reference.
Over multiple years, PITFs assisted Professor Hanson’s development of the Project on Law & Mind Science public iSite and supporting his Law and Mind Science seminar, including: a) Producing trailer videos using excerpts from conferences, and mounting these on the iSite b) Identifying suitable multimedia for inclusion in the site... Read more about Law and Mind Science, Teaching Materials and Methods
PITF Mira Atanassova assisted thoroughly with these teaching strategy by:
a) Linking each of the 50 assigned disputes to existing online resources on the dispute, including the actual WTO filings and decision(s). ... Read more about International Trade
A subgroup of the HLS Clinical Standards Task Force members created four illustrative scenarios of student practice situations, accompanied by questions on ethical decision making. HLS Teaching, Learning & Curriculum staff produced a proposed design, and met with clinical professors to gather input. Once design decisions were in place, the PITF produced videos of the scenes using animation software, and recorded voiceovers of the dialogue. The videos were embedded in a Captivate tutorial which included quizzes, prompts and hints for incorrect questions, links out to additional instructional materials, and a feature to track student completion. The output was a flash product that could also be delivered in pdf form. Faculty were given the option to place the tutorial within their course iSites.
First, Professor Nesson identified key portions of the oral argument that highlighted the issues for students to focus on. Portions of the oral argument recording were separated and provided to the PITF in audio files. Next, the PITF worked with Teaching, Learning & Curriculum group staff to identify appropriate images to accompany the arguments. The PITF then created PowerPoint slides of the images and inserted them into a video to accompany the recording. Finally, the video was embedded into a VoiceThread to allow interactive student commenting. The VoiceThread can be embedded into a course site, or used as a stand-alone learning object.
The PITF initially identified a product, Mind42, which met many of Professor Fisher’s criteria. However, questions about technical viability arose, and a decision was made to use MindJet Catalyst instead. Catalyst is a robust, web-based product that met virtually all of Professor Fisher’s needs, including an ability to convert his existing Freemind maps. In addition, MindJet offered a desktop product, MindManager, that provided Professor Fisher additional authoring features. The PITF ran some capacity tests prior to the start of the course, and assisted in managing student accounts in Catalyst. Professor Fisher implemented the pilot. Student feedback on using the mapping software as a discussion tool was mixed.
Various solutions were implemented using the course platform. In addition, a wiki that was linked from the course site was created which allowed Professor Martin to easily update and share new content.
Modified an existing Flash tutorial on plagiarism with new language, and added functionality to allow tracking students' answers to the quiz at the end of the tutorial.
The solution was to use a course iSite to host multimedia that helps provide context outside of class to topics covered within class. The PITF gathered images of people, places, or events involved in each case study and created powerpoint presentations for the professor to show in class. News footage surrounding the events contained in the case studies were identified and assembled so that the students could be immersed in the case study and absorb the context to topics outside of class, such as “The Saturday Night Massacre,” “Tobacco Litigation,” “Abu Ghraib” and other relevant topics. Copyright and costs involved with using the footage were investigated. Video footage was integrated with the Video Annotation tool so students could share comments or ask questions while watching the video.
The PITF assisted with these challenges by:
Over multiple years, PITFs assisted Professor Hanson’s development of the Project on Law & Mind Science public iSite and supporting his Law and Mind Science seminar, including:
PITF Mira Atanassova assisted thoroughly with these teaching strategy by:
A subgroup of the HLS Clinical Standards Task Force members created four illustrative scenarios of student practice situations, accompanied by questions on ethical decision making. HLS Teaching, Learning & Curriculum staff produced a proposed design, and met with clinical professors to gather input. Once design decisions were in place, the PITF produced videos of the scenes using animation software, and recorded voiceovers of the dialogue. The videos were embedded in a Captivate tutorial which included quizzes, prompts and hints for incorrect questions, links out to additional instructional materials, and a feature to track student completion. The output was a flash product that could also be delivered in pdf form. Faculty were given the option to place the tutorial within their course iSites.
First, Professor Nesson identified key portions of the oral argument that highlighted the issues for students to focus on. Portions of the oral argument recording were separated and provided to the PITF in audio files. Next, the PITF worked with Teaching, Learning & Curriculum group staff to identify appropriate images to accompany the arguments. The PITF then created PowerPoint slides of the images and inserted them into a video to accompany the recording. Finally, the video was embedded into a VoiceThread to allow interactive student commenting. The VoiceThread can be embedded into a course site, or used as a stand-alone learning object.
The PITF initially identified a product, Mind42, which met many of Professor Fisher’s criteria. However, questions about technical viability arose, and a decision was made to use MindJet Catalyst instead. Catalyst is a robust, web-based product that met virtually all of Professor Fisher’s needs, including an ability to convert his existing Freemind maps. In addition, MindJet offered a desktop product, MindManager, that provided Professor Fisher additional authoring features. The PITF ran some capacity tests prior to the start of the course, and assisted in managing student accounts in Catalyst. Professor Fisher implemented the pilot. Student feedback on using the mapping software as a discussion tool was mixed.