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Hat Trick: R. Craig Collins
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Hat Trick:
Tackling learning styles and <= br> asynchronous learning support =
on the web
R. Craig Collins
Fall, 2005
<=
/span>
Tackling learning styles and <= br> asynchronous learning support =
on the web
R. Craig Collins
Fall, 2005
Hat Trick: R. Craig Collins
AIM
•Trying to reach your students requires appealing <=
/span>to many learning styles, and may take more =
repetition than can be delivered during class. Many teachers would like technology to bridge these gaps, but aren’t sure what is availabl=
e.
This information is to
introduce educators to some of those
tools. From implementing simple animations,
turning PowerPoints into web pages, or
making short movies that guide hands-on learning; tools for the classroom, or use across <=
/span>the web
Hat Trick: R. Craig Collins
<=
span
style=3D'font-size:114%;font-weight:normal'>•Participants will be able to:
<=
span
style=3D'font-size:117%;font-weight:normal'>–Address learning styles in the class
![](3D"slide0088_image004.jpg")
Objectives
Hat Trick: R. Craig Collins
Address Learning Styles
<=
span
style=3D'font-weight:normal'>–Visual
<=
span
style=3D'font-weight:normal'>–Auditory
<=
span
style=3D'font-weight:normal'>–Tactile/Kinesthetic (Hands on)
<=
span
style=3D'font-weight:normal'>–Best results if instruction includes all=
Hat Trick: R. Craig Collins
Address Learning Styles
•Retention
=
;
–10% of what is
read
–20% of what is
heard
–30% of what is
seen
–70% of what i=
s seen
and heard
Hat Trick: R. Craig Collins
Problem
•While
many faculty members include slide shows, or use the overhead to=
form
presentations, what if a student misses that class?=
Hat Trick: R. Craig Collins
Provide Repetition
•Repetition ke=
y to
learning
•Problem
<=
/span>
–How can your
presentation be delivered enough times to facilitate learning?=
Hat Trick: R. Craig Collins
Create Presentations
•A software
presentation can capture your lecture, but…
•Problem: how =
do you
handle
–Delivery to t=
he
student who needs it?
–Delivery wher=
e they
need it?
–Delivery when=
they
need it?
Hat Trick: R. Craig Collins
Online Presentations
•Transform the
presentation
–Available in =
the
class
–Available out=
of
the class
–On demand
availability
•Create Web Pa=
ges
Hat Trick: R. Craig Collins
Convert to Web Format
•If you have
PowerPoint
–File\Save as =
Web
Page …
![](3D"slide0205_image005.jpg")
Hat Trick: R. Craig Collins
Convert to Web Format
•If you don=
217;t
have PowerPoint…
•OpenOffice=
217;s
Impress… File\Export
–Free at
www.openoffice.org
![](3D"slide0206_image007.jpg")
Hat Trick: R. Craig Collins
Convert to Web Format
•Images
–Balance of cl=
arity
and download time
•Photoshop
=
;
–File\Save for
Web…
![](3D"slide0209_image009.jpg")
Hat Trick: R. Craig Collins
Convert to Web Format
•If you don=
217;t
have Photoshop…
•GIMP…
File\Save As…
Advanced Options… Optimized
Advanced Options… Optimized
–Free at www.g=
imp.org
![](3D"slide0210_image011.jpg")
Hat Trick: R. Craig Collins
Convert to Web Format
•Digital Movie=
s
–Compressed Web
format
•Microsoft Mov=
ie
Maker
–Free with Win=
dows
XP, service pack 2
![](3D"slide0211_image013.jpg")
Hat Trick: R. Craig Collins
Create Web pages
•Non presentat=
ion
pages
–Microsoft Wor=
d
•File\Save as =
Web
Page…
![](3D"slide0212_image014.gif")
Hat Trick: R. Craig Collins
Create Web Pages
•If you don=
217;t
have Word…
•OpenOffice=
217;s
Writer… File\Export
–Free at www.o=
penoffice.org
![](3D"slide0213_image016.gif")
Hat Trick: R. Craig Collins
Create Web Pages
•Design real w=
eb
pages:
•Industry Stan=
dard,
DreamWeaver
–www.macromedi=
a.com,
expensive
•NVU
–www.nvu.com, =
free
Hat Trick: R. Craig Collins
•<=
span
style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bidi-font-famil=
y:
"Times New Roman";font-size:114%'>Participants will be able to:
–=
Address learning styles in the class
=
;
–=
Provide repetition to students
–=
Create presentations
<=
/div>
–=
Optimize images
–=
Convert to web format
=
–=
Create web pages
Summary
![](3D"slide0195_image017.jpg")
Hat Trick: R. Craig Collins
Looking Forward
•Armed with th=
is
information
•Now you can c=
reate
material to
–Address learn=
ing
styles
–Provide repet=
ition,
and
–deliver it
asynchronously,
over the web
over the web
![](3D"slide0139_image019.jpg")
![](3D"slide0139_image021.gif")
Hat Trick: R. Craig Collins
BFO
–B=
linding
Flash of the Obvious
–You can now experiment with creating web pages to deliver course content
–You can now experiment with creating web pages to deliver course content
<=
span
style=3D'font-weight:normal'>–R. Craig Collins
<=
span
style=3D'font-weight:normal'>–craig.collins@templejc.edu
![](3D"slide0041_image023.gif")
‹header›
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‹#›
A PowerPoint is used to deliver =
material
in a complimentary learning style, allow consistency, capture material for
reinforcement… but is general enough to allow reaction to the
class’s input.
E-mail that information to craig.collins@templejc.edu
Lessons are designed using
Relate-Experience-Apply-Cooperate-Transfer, Bloom’s Taxonomy, and
Pivotal Questions. The class is begun by a rhetorical question to pique
student interest, and prepare them for the area to be covered.
I normally begin my class with a=
review
of recent events, items in progress, then an overview of what will be cove=
red
in class that day. I use Blooms taxonomy, and move appropriate book object=
ive
to 4th 5th=
and 6th level skills. I also use the tell
‘em what your are going to tell ‘em; tell ‘em, and end w=
ith
a review… the tell ‘em what you told ‘em method.
Learning Styles
Learners are typically considered to be visual learners, auditory learners=
, or
Tactile/Kinesthetic Learners10% of what they read
20% of what they hear
30% of what they see
70% of what they see and hear... So many faculty members include slide shows, or use the overhead to form presentations as part of the class; but what can be done about the student that missed that presentation?
Learning Styles
Learners are typically considered to be visual learners, auditory learners=
, or
Tactile/Kinesthetic Learners10% of what they read
20% of what they hear
30% of what they see
70% of what they see and hear... So many faculty members include slide shows, or use the overhead to form presentations as part of the class; but what can be done about the student that missed that presentation?
Co=
nvert
your Presentation into a web page:
Go=
to
File\Export
In=
the
Export window, navigate to File format and choose HTML Document.
Na=
me your
file and verify the location of where to save the file.
Wh=
en you
click on Save, the HTML Export wizard will open.
In=
the
first window, choose from a new or existing design. Click Next.
Th=
e next
window will ask you to choose publication type, choose Standard HTML forma=
t.
Yo=
u can
choose to include notes that accompany your presentation slides, then click
Next.
On=
the
next window, choose how graphics will be exported. If you have photographs,
choose jpg.
Ad=
just
graphic quality. The higher the graphic quality, the larger the file size.=
75%
is a good, basic quality.
Ch=
oose
monitor resolution. If you are not sure what your students may use, choose=
the
lowest possible.
If=
your
presentation has sound effects, turn on Export sounds when slide advances,
click Next
On=
the
next window, enter information for your web page's title page information,
such as
your name, email address, homepage U= RL, and any other notes.
your name, email address, homepage U= RL, and any other notes.
If=
you
would like to have a link to the original presentation, check the option a=
nd
then click Next
Th=
e next
window will prompt you to select the button style for navigating through y=
our presentation,
Select button style and click Next. =
Select button style and click Next. =
Th=
e final
window will ask you to choose the color scheme for your presentation on the
web.
Se=
lect
Apply color scheme from document and click on Create.
GIMP is an great photo editor, a=
nd while
optimizing for the web is not as fast as Photoshop, it is free!
drag the Quality slider while watching the preview until you have a clear= est, but smallest possible file size
Choose File/Save As...
Click the [+] controls to select file type and destination, then
=
Click the [+] sign to open the 'Advanced Options'
Make sure Optimized is selected, thendrag the Quality slider while watching the preview until you have a clear= est, but smallest possible file size
Save to create a compact file that will download quickly.
I normally end my class with a r=
eview of
recent events, items in progress, then an overview of what was to covered =
in
class that day. I use Blooms taxonomy, and move appropriate book objective=
to
4th 5th and 6th level skills. This concludes the t=
ell
‘em what your are going to tell ‘em; tell ‘em, and final=
ly
tell ‘em what you told ‘em method.
Informs the class of how the cur=
rent
lesson fits into future plans
The BFO, Blinding Flash of the O=
bvious,
is simply a tool used to deliver participation points; that is, if the stu=
dent
was in the class, making an attempt at paying attention, they should be ab=
le
to answer the above question. Knowing that there will be a daily
‘quiz’ both reinforces attendance and paying attention, but it
also provides an objective measure to include in the potentially subjective
realm or grading participation.
' + ENDSHOW_MESG + '
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