This is the second screencast published on this site that is based on an interview I did with Prof. Louisa Stein from the Film and Media Culture department. In this screencast Prof. Stein discusses her course on Millennial Media. In this course, students were required to create their own blogs and to post to Twitter.
To encourage students to read each other’s work, Prof. Stein created “blog collectives” and required students to comment on the blogs of students in their collective. An additional site was set up for the course that aggregated posts from all student blogs using the FeedWordPress plugin.
Louisa Stein is an assistant professor of Film and Media Culture who used both Moodle and WordPress in the spring of 2011 for a course on the “Aesthetics of the Moving Image.” Prof. Stein used WordPress for the public face of this course and Moodle for the weekly outline of readings, online discussion and assignment submissions. Watch the screencast below for more details.
Prof. Stein used WordPress for general information about the course including assignment descriptions (see: Assignments > Montage vs Long Take Wars). These assignment descriptions then contained links to Moodle assignment “activities” where students could submit their assignments. The WordPress site was also used as a place where students could blog about projects and share the videos they produced as part of their course work (see: Categories > Montage)
Prof. Stein used Moodle to distribute readings, collect assignment submissions and as a place for online discussion and used Moodle’s grading functionality to grade assignments and forum posts.
This screencast is the first in a series based on an interview Alex Chapin did with Louisa Stein in the spring of 2011.
Who: Catherine Combelles, Assistant Professor of Biology
Class: BIOL0145 Cell Biology and Genetics
Technology Used: Personal Polling Devices (Clickers)
Number of students: approx. 70
Learning objective: To monitor the students’ understanding of concepts covered in lecture and promote peer learning and discussion.
Description of use: Catherine used the clickers for every lecture from day 1 to the last day of classes, and throughout the duration of each lecture. At the beginning of each lecure, she started with a question that tested their understanding of concepts from the past lecture or on their readings for the day. She would then pose between 3-4 more questions depending on the lecture content that day. Continue reading →