How Tiny Camcorders are Changing Education
http://www.elearnmag.org/subpage.cfm?section=articles&article=98-1
By Laurie Rowell
October 8, 2009
How effective are Flip cameras and other mini-camcorders as learning tools? Where are video-in-the-classroom assignment s taking education?
I spoke to Jake Dunagan, one of the tech prognosticators from the Institute for the Future, who helped explain where video in the classroom will be going in coming years. Additionally, I asked three intrepid instructors, who have been experimenting with mini-camcorders in their curricula, how they are using the technology and what their students are learning.
These folks believe that using camcorders as a medium is affecting not only the message but the student communicators and their learning process.
Personal Documentaries in Writing Courses
Bill Wolff is an assistant professor in the Department of Writing Arts at Rowan University. He wanted to use Flip camcorders for student projects in his upper-level course "Writing, Research and Technology."
In June 2008, he secured a grant for the cameras, then set about figuring how he could best use the devices to make sure they supported "a pedagogically-sound undergraduate writing class."
He decided to incorporate them in the students' final project. "I landed on the idea of the major project being an oral history video," Wolff says.
"I had to bone up on oral history theories and methodologies," he says. But he liked the idea because it provided a handy springboard into "ethical research on human subjects and Institutional Review Boards, two things none of [the students] had considered before."
Wolff also built in shorter assignments, like initial in-class sessions where students would interview each other, and the making of brief videos, before setting out on the major project.
For the oral history, students interviewed family members, "learning things about the closest people in their lives that they never knew," says Wolff. The assignment was for an 8- to 10-minute video, but most ran over 15 minutes because the directors couldn't bear to cut them further. "These were histories on incredibly difficult subjects: divorce, adoption, the immigrant experience, living with a physical disability, caring for someone with Down syndrome, mourning the death of a loved one, and so on," Wolff explains. "The videos are powerful statements, powerful contributions to the growing body of publicly available oral histories."
Prediccion, deduccion, Skimming
Topico a leer: Tecnologia aplicada a la educacion
Palabras que se repiten: Videos, education, technology.
Palabras parecidas en español: Syndrome, education, videos, contributions, history, final, idea, professor
Palabras o imagenes que ayudan a entender el texto: La imagen, el titulo y el subtitulo al inicio.
El texto trata de: La efectividad del aprendizaje con el uso de herramientas tecnologicas como las grabadoras de video.
Como los profesores estan utilizando los videos para acelerar el aprendizaje?
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Miguel de Cervantes Saavedra
http://en.wikipedia.org/wiki/Servantes
Miguel de Cervantes Saavedra 29 September 1547 – 23 April 1616 was a Spanish novelist, poet, and playwright. His magnum opus Don Quixote, often considered the first modern novel,[1] is a classic of Western literature, and is regarded amongst the best works of fiction ever written.His work is often considered amongst the most important works in all of Western literature.His influence on the Spanish language has been so great that Spanish is often called la lengua de Cervantes, Spanish for the language of Cervantes. He has been dubbed El Príncipe de los Ingenios – The Prince of Wits.
In 1569, Cervantes moved to Italy, where he served as a valet to Giulio Acquaviva, a wealthy priest who was elevated to cardinal the next year. By then, Cervantes had enlisted as a soldier in a Spanish Navy infantry regiment and continued his military life until 1575, when he was captured by Algerian corsairs. He was then released on ransom from his captors by his parents and the Trinitarians, a Catholic religious order. He subsequently returned to his family in Madrid.
In 1585, Cervantes published a pastoral novel named La Galatea. Because of financial problems, Cervantes worked as a purveyor for the Spanish Armada, and later as a tax collector. In 1597, discrepancies in his accounts of three years previous landed him in the Crown Jail of Seville. In 1605, he was in Valladolid, just when the immediate success of the first part of his Don Quixote, published in Madrid, signaled his return to the literary world. In 1607, he settled in Madrid, where he lived and worked until his death. During the last nine years of his life, Cervantes solidified his reputation as a writer; he published the Exemplary Novels (Novelas ejemplares) in 1613, the Journey to Parnassus (Viaje al Parnaso) in 1614, and in 1615, the Ocho comedias y ocho entremeses and the second part of Don Quixote. Carlos Fuentes noted that, "Cervantes leaves open the pages of a book where the reader knows himself to be written."
Scanning
Quien fue Cervantes?: Famoso novelista español
Cuando se mudo a Italia?: 1569
Cuando publico La Galatea?:1585
Donde murio?: Madrid
Marcadores de definicion:
Marcadores de tiempo:
* 1616 was a Spanish novelist
* In 1569, Cervantes moved to Italy
* In 1585, Cervantes published a pastoral novel named La Galatea
Marcadores de secuencia:
* In 1607, he settled in Madrid, where he lived and worked until his death
* Miguel de Cervantes Saavedra 29 September 1547 – 23 April 1616 was a Spanish novelist
