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mysimpleshow - create your own explainer video in minutes

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mysimpleshow - create your own explainer video in minutes

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You type in the script, it chooses images (you can add your own too) and animates it. The computerised voice (or you) reads your script. Something different.

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Do you need a professional explainer video made by experts?
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Explainer videos rule.
And now, creating them is a piece of cake!

simpleshow has created explainer videos for corporate customers for years. With mysimpleshow, we have used all our experience and developed a simple online tool that empowers anyone to make professional videos.

A guided process makes it simple to create your own video in minutes

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If you aim to promote your product or service, train your employees, or need to motivate your team, a simpleshow explainer video will help you shine. You can use it for training, change management, or any form of corporate communication.

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Teach the world. Use mysimpleshow in the classroom with your students or contribute to open educational resources. Introduce, summarize, and explain topics worth sharing.

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A great explainer video can have a huge impact. It allows you to reach your audience and get your message across in a simple and engaging way. It doesn't matter if you need to communicate in a professional environment, teach your students, or promote important issues that you feel very strongly about. With the power of simplicity, storytelling, and images that stay in mind, your message will get heard!

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Create your own explainer video in minutes - mysimpleshow

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Do you need a professional explainer video made by experts? Click here and find out more about - market leader for professional explainer video production. simpleshow has created explainer videos for corporate customers for years. With mysimpleshow, we have used all our experience and developed a simple online tool that empowers anyone to make professional videos.

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FlipCon Aus 2016: 12 Biggest Flipping Mistakes - YouTube

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FlipCon Aus 2016: 12 Biggest Flipping Mistakes - YouTube

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FlipCon Aus 2016: 12 Biggest Flipping Mistakes

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This is a quick, stream-of-consciousness summary of the incredibly inspiring flipped learning conference, FlipCon Aus in Adelaide, S.A. This is geared toward teachers at St. Monica's College, Cairns where we use Canvas as our LMS. This was recorded during a stopover at Brisbane Airport and, though I referred to my notes, I left out a heap of details and ideas.

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Create Your Own Interactive Videos with ClickView

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Create Your Own Interactive Videos with ClickView

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Did you know you can upload your own videos to CLickView and add questions mid-video?

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Turn Passive Viewing into Active Learning

ClickView Interactive Videos enable teachers to create active learning experiences by adding built-in questions or problems, which encourages students to engage more deeply with the video. Students consider what they are viewing, check they have understood, and reflect on key learnings.

Add an interactive layer to any video to expand upon the learnings in new and creative ways.

With our reporting tools, teachers can quickly identify gaps in learning for one particular student or for the entire class, making it a valuable tool to improve learning outcomes.
Request a demo
Engage students in higher order thinking

Teaching students to passively recall facts through lower order thinking activities is often frustrating for 21st century learners. Interactive videos address this by enabling students to think in a range of ways and at varying levels of complexity, which allows the student to shift from lower order thinking to higher order thinking.

Open-ended questions urge students to critically reflect and demonstrate their understanding through extended responses, which draws upon the students' skills to reflect, apply wise judgement, and solve new problems.

Learn more on engaging students in higher order thinking with interactive videos from ClickView Learning Advisor, Sasha Novacek.

The impact of interactive videos on students - Brighton Secondary School

Innovative technology in the classroom is only beneficial if it answers fundamental questions, for example: Does it enhance learning? Does it boost student outcomes? EdTech must justify itself educationally.

To see the effect of interactive videos on student learning and its place in the 21st Century classroom, we spoke to Brighton Secondary School Biology teacher, Jeremy LeCornu, and his students.

Request a demo

Target your teaching to boost student outcomes

Targeted teaching enables all students to better engage with curriculum by reducing disengagement and negative learning behaviours. This effectively boosts student engagement, outcomes and positive learning behaviours.

What makes interactive videos exciting is that educators, especially flipped teachers, can add any questions to the video and receive measurable results to formatively assess their students prior to class. This allows teachers to target their teaching more effectively and tailor lessons for the actual needs of each student.

Learn more on how educators can target their teaching more precisely by gathering meaningful data prior to class from ClickView Community Manager, Rupert Denton.

Assess the responses of your students and class

Teachers receive detailed reporting within ClickView, which provide measurable results of video viewing and concept comprehension.

This gives teachers an incredibly good snapshot of how well their students understood the video concepts. Teachers can use this data to, differentiate their teaching more effectively and set up collaborative in-class activities for peer-learning.

For more information, read our article on using precise formative assessment to identify student needs, by ClickView's Head of Development, Joe Pour

Flip your classroom

ClickView Interactive Videos support the flipped learning model as students can engage deeply with the video both in and out of the classroom. Students watch the videos at their own pace, whilst assessing their comprehension with built-in questions and additional information.

Teachers are then able to track progress and identify gaps in students' learning with our interactive video reporting tools, so that no student gets left behind.

Try our new interactive video for Mars, The Red Planet

Request a demo

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Create Your Own Interactive Videos with ClickView

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ClickView Interactive Videos enable teachers to create active learning experiences by adding built-in questions or problems, which encourages students to engage more deeply with the video. Students consider what they are viewing, check they have understood, and reflect on key learnings. Add an interactive layer to any video to expand upon the learnings in new and creative ways.

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Chris' report from FlipCon, the national flipped learning convention, this year held at Brighton Secondary School, Adelaide, November 2016

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I began flipping my Music classes as most people do: recording my lessons as they happened. I found that so many kids were away for myriad reasons that I kept having to repeat myself. So, I recorded m

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Technology an ally for the interactive teacher

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Technology an ally for the interactive teacher

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Albert Camus said, "some people talk in their sleep, lecturers talk while other people sleep." If effective teaching is an interaction, what tools can help teachers engage new world students.

Research conducted into optimum learning conditions has only reinforced what many teachers have known for centuries: in order to engage students, they must participate in the learning.

Equipped with wax tablets and a bone stylus, Socrates had this understanding. The term 'Socratic method' is used to describe the mode of teaching that poses a series of probing questions to the learners, made famous by his pupil, Plato. The human brain has not changed much since Socrates had his students carve out their thoughts on wax tablets, but equipment and materials have. While ancient scholars often travelled to their mentors for learning, the modern teacher can dissolve distances that would have had Socrates and his brethren gasping in wonder. For those of us who grew up in a cloud of chalk dust, huddling close to the warmth of the overhead projector, many modern classrooms are unrecognisable.

A Sydney school made headlines earlier this year for banning laptops in the classroom. When most schools are running headlong towards a one to one ratio of screens to students, the decision puzzled many. Sydney Grammar principal, Dr John Vallance, called laptops a "scandalous waste of money" that "distracts" from learning and teaching. Technology, interactivity, connectivity, are they a blessing or a curse? A blessing, I think, if used wisely.

Industry journal Technology, Pedagogy and Education published an article in 2014 called "Access Denied? Twenty-first century technology in schools." Researchers Trevor Male and Kevin Burden asserted that the trend represents "a fundamental change to learning; shifting from passive acquisition of someone else's ideas to active learning experiences that empower people to inquire, critique, create, collaborate, problem-solve and create under-standing." A Scottish head of department, who participated in the above study, said, "the teacher has to move from deliverer of content to the curator of a learning journey. If we do not move to this role we are making ourselves redundant as teachers". While Dr Vallance told the Sydney Morning Herald that technology interferes with the "inherently social activity" of teaching and learning, public opinion largely accepts technology as enhancing this social interaction. The argument echoes the split between those who see social media as a social aid, and those who are wary of its isolating force. So is the message to embrace technology, but let it not be your master? Probably.
What about when it doesn't work?
My high school aged daughter tells me that her teachers' computers malfunction most days, and time is wasted. My primary school aged son tells me failure of the interactive whiteboard is one of the few stimuli that elicit involuntary swearing from teachers. Are we at that stage where the technology is more advanced than the operators' skills? Teachers might be forgiven for throwing a sheet over the interactive screen and 'getting back to basics'. Even if a teacher embraces the merits of technological aids with open arms, some people are just more technically switched than others. Training needs to be available for teachers, with adequate support for trouble shooting. When purchasing new technology, always ascertain just how extensive and user friendly their support structure will be. Most providers are more than happy to provide after purchase support.
Technology aids learning outcomes
The world is fast paced and our resources are stretched, and with an increased awareness of the benefits of 'flipped learning', where students watch video tutorials at home, freeing up class time for supported hands on practice, teachers are using technology to 'clone' themselves. First year teacher, Grace Wong (in "Revolution School", a series aired recently on ABC) addressed an ability gap of six years, using a perennial mathematics resource. Her students could access Grace's own explanations at the click of a mouse. Essentially, Grace was teaching different content to multiple students, at different levels simultaneously. She commented that the resource, while time consuming to create, would pay dividends in years to come.
Interactive technology engages learners
Learning outcomes are inextricably linked to student engagement and in a technologically charged world, we may just need to speak their language. Today's students are 'digital natives', they are interested in technology and motivated by it. The use of interactive technology is culturally appropriate for school students, and its use can serve as effective scaffolding to learning outcomes. When you have them power up their laptops, or whip out the school iPads and fire up an App, you are speaking to them in their own language, and kids like that. This also allows teachers to employ internal 'flipped classroom' techniques during class time.
So what's out there?
Touchscreens and multi-touch displays, interactive white boards and projectors, connecting distance education students separated by thousands of kilometres, video linking to experts, and virtual tours are just a handful of ways that interactive teaching objectives are enhanced through the use of technology. The industry catalogue is well populated by gadgets, and interfaces that allow tools such as interactive maps and anatomy visuals. Technology can allow thirty students on personal laptops to complete a 3D model of the Earth's crust in real time, guided by the teacher's own laptop projected onto an interactive white board. There is just too much scope to include in one article, so below are a few of the most common features of an interactive classroom.

* A multi-touch tablet PC is a mobile computer that consists of a digitizer screen that allows stylus or finger input, enabling a very natural way of writing and drawing.

* Interactive white boards are not so new, but later models have greater functionality without many of the bugs of the older models. They encompass the functions of the old whiteboard, but with projection capabilities and interactivity that allows you to complete digital work in real time.

* Giant flat panels (like giant touchscreens) bring interactive and child friendly touchscreen capabilities to the presentation phase of lesson time. The touch screen allows pre-pen holders to draw or select items on the shared screen without grappling with the pen. Wheel-mounted units allow schools to share resources, and many have HDMI plug ins for BYOD connectivity.

* 3LCD Touch-enabled interactive projectors with touch and pen based interactivity make it easy to draw and collaborate, using any wall and familiar, intuitive gestures. With certain models, teachers can use software to simultaneously share students' work from multiple devices. Check with your provider prior to purchase, as not all models have wireless networking capabilities.

* Multi-touch tables and teaching stations are touch screen computers that can be used as an interactive display board or as an activity centre for small groups. They are usually mounted on wheels, with adjustable height, making the units suitable for all ages, as well as students who use wheelchairs. Many versions have several tilt settings for easier access.

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Technology an ally for the interactive teacher - SchoolNews - Australia

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Research conducted into optimum learning conditions has only reinforced what many teachers have known for centuries: in order to engage students, they must participate in the learning. Equipped with wax tablets and a bone stylus, Socrates had this understanding.

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Do schools share too much with parents? - CNN.com

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Do schools share too much with parents? - CNN.com

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(CNN) -- Are schools creating a new breed of helicopter parent?

Teacher Terri Reh wants parents to monitor their children's entire educational career online.

"I post all my students' responsibilities, their current and upcoming assignments, and timelines for every project they have," says the teacher at Flagstaff Academy in Longmont, Colorado. "I also post messages detailing the status of homework, whether it's missing, late, or incomplete."

Reh refers to herself as her school's "biggest technology adopter," and recently won a statewide award for her efforts.

Unlike many teachers across the country who use school-funded technology to help middle and high school students track their own work online, Reh uses it to target parents. Her students are in third grade.

"Anything we can do to engage parents is what we need to do. Kids do better in school when mom and dad are involved," Reh says.

Reh also has a website highlighting her daily classroom schedule and invites parents to subscribe to her Twitter feed so they can follow her activities in and out of the classroom.

Patricia Davis' daughter is in Reh's class. The mother of twins enjoys going on Infinite Campus, the centralized computer system Flagstaff uses, any time of the day or night.

"I use it to make sure my daughter's assignments are done and to check her overall grades. I've sometimes caught mistakes when the grade online doesn't reflect the grade I know she earned, but when I've brought these errors to the teacher's attention, she's corrected them every time."

Student management systems, as they are known in the educational world, began trickling into U.S. schools about 10 years ago. They are now so popular Ann Flynn, director of Education Technology at the National School Boards Association, considers their use "commonplace."

In its latest study released last year, the educational marketing company Market Data Retrieval concluded that 97% of all districts it surveyed have "substantially or fully implemented" some sort of student data management system.

Indeed, online programs have expanded to such a degree parents can now conduct full academic surveillance.

Much of this e-hovering happens in real-time without the need for a child to share potentially disappointing news at the dinner table. If your son gets a C on a quiz, you could get pinged with an automated e-mail before he gets home from school and can tell you himself.

Carol Bengle Gilbert (no relation to author) wants none of it. The Maryland mother of three children ages 16, 13 and 11 says the amount of information coming at her is out of control and unnecessary.

She says her children's teachers not only post assignments and due dates, they also list the percentage each assignment is worth toward final grades.

When questions come up about how her kids are doing in school, teachers have assumed she's been following along online.

"I tell them flat out, I don't do that. I don't think it's normal to be so involved. It creates an unhealthy relationship between parents and their kids. I think kids resent it. My job as a parent is to teach them how to do things on their own. I don't want to be that kind of policeman in my house."

On Edutopia.org, the George Lucas Educational Foundation website, kids have been vocal for years about wanting more autonomy in school.

One child complained on a discussion board, "Every single time a teacher entered a grade incorrectly, I had a missing assignment, or something else bringing my grade in a certain class down, it was hell at home. I began to stress more over my parents' reaction to grades than the actual grades."

Another student railed, "My mom now seems like the enemy."

Christopher Daddis, an expert in adolescent-parent relationships and associate professor of psychology at The Ohio State University, says while children almost always get better grades when parents participate in their education, kids run into emotional trouble if they feel micromanaged.

"When parents exert too much control, children can become depressed and have increased levels of anxiety."

Tensions also bubble up when students feel blindsided. Daddis says parents who choose to keep tabs on their children's schoolwork remotely must come clean.

"It's important to recognize that parents have the upper hand like never before. They can know something a child hasn't shared and catch them in a lie.

"Parents need to inform their children that they are going online, and tell them honestly why they feel they need to do so. They should never go behind their child's back."

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(CNN) -- Are schools creating a new breed of helicopter parent? Teacher Terri Reh wants parents to monitor their children's entire educational career online. "I post all my students' responsibilities, their current and upcoming assignments, and timelines for every project they have," says the teacher at Flagstaff Academy in Longmont, Colorado.

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Some Interesting Statistics & Facts on Blended Learning You Must Know - EdTechReview™ (ETR)

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Some Interesting Statistics & Facts on Blended Learning You Must Know - EdTechReview™ (ETR)

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Blended learning is on the rise and being used more than only online mode of learning in countries around the world.

According to iNACOL, blended learning is described as a mode that supports in-class activities for students in an actual classroom whereas online learning occurs entirely outside of the classroom and entails no physical student presence at all.

Check out these statistics, studies and reports that reflect the benefits of blended learning.

1. A successful blended model helped improve student performance, in this Report by the RAND Corporation, completed in conjunction with the US Department of Education, found that a group of middle and high school algebra students who learned via a blended learning model showcased significant gains in performance (8 percentile points, in fact). That's a great breakthrough, especially in the high-focus area of middle school and high school mathematics.

Excerpt from the report:

"Like other blended learning curriculum the Carnegie Learning approach relies on software to supplement teacher instruction. "We ask students to do a lot of writing about math, solving real world problems," Ritter said. The company recommends using software two days a week and in-class instruction three days a week because things like classroom interaction, group discussion, collaborating on problem-solving helps cement the learning."

2. Blended learning is gaining school-wide support. As per a survey of educators completed by Learning in the 21st Century, 76 percent of those asked believe blended learning is beneficial to students. That is a significant group of educators and that percentage has only grown with enhancement and awareness increase relating to the use of technology in education.

3. The prevalence of online classes is growing. It's predicted that by 2019, half of all classes for grades K-12 will be taught online.

4. Students tend to be more engaged. In a study 59% teachers reported that students were more motivated to learn in a blended learning environment.

5. According to this Effective Instructional Tools for an Evolving Learning Landscape Report, approximately 5 million college students take at least one online course, according to recent Babson Survey Research Group data. The Evergreen Education Group estimates 5 percent of K-12 students take an online or blended course, and 75 percent of all districts offer some type of online or blended option. Online options extend education outside the classroom, allowing students to be anytime, anywhere learners. At the college level, where students may have jobs or family obligations, online learning is a popular choice to help students obtain degrees that otherwise would not be able to.

A 2009 U.S. Department of Education meta-analysis found that blended learning, where students have some face-to-face and some online learning experiences, makes blended learning the most effective learning model.

6. Student engagement rates and blended instruction show a positive correlation as engagement can certainly be a point of struggle within the classroom, but blended learning can help there in many ways. A study completed by the Center for Digital Education found that 73 percent of educators who utilize a blended learning instruction model observed an increase in student engagement.

Excerpt from the report:

"Today's students are easily bored with slow-moving teaching techniques or those they view as antiquated," says Wayne Feller, Technology and Innovation Coach for Stillwater Area Public Schools in Minnesota. "Both students and parents have higher expectations for teachers to use current technologies, content and teaching methods, and that includes blended learning."

Reasons mentioned for the district's blended learning success include:

-- Recognition by administrators that digital learning is essential given the expectations of employers and the dynamics of today's society.

-- Expanded Wi-Fi access in the schools and support for a bring-your-own-device (BYOD) policy for secondary-level students.

-- Rapid adoption of blended learning technologies and techniques by Stillwater teachers.

This study also mentions of this survey on "A Center for Digital Education (CDE)" covering digital content use in K-12 education found that a roughly equal percentage of respondent use three distinct blended learning models:

*43 percent combine online and traditional classes.

*43 percent use the flipped classroom model.

*38 percent use the rotation model for giving students access to online learning.

Behind this online activity are district goals for offering more personalized learning (reported by 85 percent of survey participants) and increasing student engagement (chosen by 73 percent of K-12 respondents)

7. According to this report on " How Digital Content Is Changing Education ", in both higher education and K-12, learning that takes place at least partly online continues to grow. In 2013, 33 percent of higher education students - about 7 million - took at least one course online. Meanwhile, 43 percent of K-12 administrators in a 2013 survey by Project Tomorrow reported offering online courses to students.

The latter survey also found 60 percent of educators believed online learning better motivated students and virtual, blended and flipped learning instructors use more digital content than traditional instructors. In addition to regular online courses students pay to take, free, large-scale classes known as massive open online courses (MOOCs) are now drawing up to 100,000 students per course. Some MOOCs also come with verified certifications for students who complete them, which some colleges and universities are beginning to accept for credit.

Know more about Blended Learning here.

What stats, facts, reports or reasons did I skip about use of Blended Learning in education?

What is your take on Blended Learning?

Keeps the list growing in the comments!

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Some Interesting Statistics & Facts on Blended Learning You Must Know

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Blended learning is on the rise and being used more than only online mode of learning in countries around the world. According to iNACOL, blended learning is described as a mode that supports in-class activities for students in an actual classroom whereas online learning occurs entirely outside of the classroom and entails no physical student presence at all.

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Why use a Backchannel in your Classroom - YouTube

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Why use a Backchannel in your Classroom - YouTube

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Gifs in Education – Why they work | Ed Tech Enthusiast

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Gifs in Education – Why they work | Ed Tech Enthusiast

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history biology literature learning education science humanities school "world history" ap tests smart fun chemistry psychology apush whap study "crash cours...

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At Crash Course, we believe that high-quality educational videos should be available to everyone for free! Subscribe for weekly videos from our current courses! The Crash Course team has produced more than 45 courses on a wide variety of subjects, including organic chemistry, literature, world history, biology, philosophy, theater, ecology, and many more!

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What is ScreenChomp? The iPad app to Record. Sketch. Share! - YouTube

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What is ScreenChomp? The iPad app to Record. Sketch. Share! - YouTube

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What is ScreenChomp? The iPad app to Record. Sketch. Share!

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Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work - Faculty Focus

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Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work - Faculty Focus

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Faculty Focus | Higher Ed Teaching & Learning

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One of the most frequent questions faculty ask about the flipped classroom model is: "How do you encourage students to actually do the pre-class work and come to class prepared?"

This is not really a new question for educators. We've always assigned some type of homework, and there have always been students who do not come to class ready to learn. However, the flipped classroom conversation has launched this question straight to the top of the list of challenges faculty face when implementing this model in their classrooms. By design, the flipped model places more emphasis on the importance of homework or pre-class work to ensure that in-person class time is effective, allowing the instructor and the students to explore higher levels of application and analysis together. If students are unprepared, it leads to frustration, stress, and anxiety for everyone.

First, let's clarify what we mean by a "flipped" classroom. Findings from the recently published Faculty Focus survey clearly show there are many variations and interpretations of what flipped means in higher education. For many educators, the definition of a flipped classroom moves beyond one that uses videos as the only instructional tool. In my work, FLIP means to "Focus on your Learners by Involving them in the Process." In this model, the pre-class work focuses on the lower levels of Bloom's Taxonomy and the in-class work focuses on the higher levels of Bloom's Taxonomy. I encourage faculty to integrate active learning strategies to involve learners in the process of applying, analyzing, and creating knowledge during class time. Students work through foundational material prior to class so the time spent in class with their peers and the instructor becomes more valuable as they explore higher levels of critical thinking and analysis.

Make your expectations clear
The flipped classroom-or any active learning environment-often asks students to come to class "prepared." What do you mean when you say you want students to be prepared? How do you know if they are prepared? In the flipped classroom, it's critical for the instructor to clarify exactly what being prepared means and what the expectations are.

For example, if you assign a chapter for your students to "read before class" or tell them to "come to class prepared to discuss the chapter," what exactly are you expecting students to be able to do? Can you be more specific? What information will be used during class time? How will it be used? What details are important? Do students need to know how to define all the terminology in the chapter so they can use it to analyze a case study during class? Do you want them to be able to answer review questions at the end of the chapter to prepare for a class discussion? Do you want them to be able to compare two points of view from the chapter as part of an in-class debate?

Many instructors use video in their flipped classrooms. The same questions apply. It's not enough to say "watch the video" and expect students to magically know what to look for, identify what's important, and understand why it matters. What do you want students to do while watching, or after watching, the video? Do they need to answer questions before, during, and after the video? As they watch the video, should they pause it at key points and complete a task before proceeding? Do they need to fill in a worksheet, draw a process, or solve a problem shown in the video? Is it clear how the information in the video will help them succeed when they are in class?

Download the free report "Blended and Flipped: Exploring New Models for Effective Teaching & Learning." Get your copy now "

Hold students accountable
Once you clarify what you want students to actually DO prior to class, then what? How will you hold them accountable? How will they hold themselves and each other accountable? To address this challenge, here are a few strategies you can integrate into your flipped class to help clarify what you want students to be able to do, connect the pre-class assignment to the beginning of in-class time, and make visible who is prepared to help you (and the students themselves) hold them accountable for completing the pre-class work:

1. Ticket to enter: If you asked students to complete a task as part of their pre-class work, make sure it's something they can bring with them and use as a "ticket" to enter class that day. For example, ask students to write three questions they have from the video or reading, including the time stamps or page numbers that correspond with their questions. As they enter the classroom, ask them to hand in their ticket to enter class. Bonus: After you collect all the tickets, you can use them as part of a small group activity, to review for a test, or to start a class discussion.

2. Choose a side: This strategy works best if your pre-class work involves two points of view, an argument, or opposing interpretations of a topic related to the course material. In the pre-class work, send them a question or comment they need to be prepared to take a stance on. For example, suppose your pre-class reading or video showcases two researchers presenting different sides of a case involving stem cell research. On one wall of your classroom, post a sign with the name of one of the researchers. Then post the name of the other researcher on the other wall. As students enter class, ask them to write their name on a sticky note and post their note on the wall with the name of the researcher they believe had the best argument. Bonus: This is can be a strategy for taking attendance too.

3. Pass-the-problem cheat sheet: If you have several problems, cases, or scenarios you want students to solve or analyze, try the Pass the Problem flipped strategy in class. To prepare for this activity, ask students to come to class with a one-page "cheat sheet," which will be the only resource they can use to solve the problem. I've seen this strategy used during final exams, often in courses requiring high levels of memorization. Using the cheat sheet in this way, however, allows students to collaborate and develop sheets as a group rather than as individuals. They will be held accountable both as a team member and as an individual. This activity could be combined with the "ticket to enter" strategy as well.

These teaching strategies combine assessment, accountability, and active learning into one learning experience for students. Preparing for these questions and activities challenges you to take your directions about pre-class work one step further to specify what you want the students to DO with the pre-class work and why their preparation will matter in class. Students need to see the value of pre-class work or they will quickly realize they can get by without doing it.

Do you have more teaching strategies to encourage students to come prepared for class? Let's keep the conversation going!
Barbi Honeycutt is the owner of FLIP It Consulting in Raleigh, NC. Dr. Honeycutt is also an adjunct assistant professor at NC State University. Connect on Twitter @BarbiHoneycutt or the FLIP It blog.

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Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work - Faculty Focus

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One of the most frequent questions faculty ask about the flipped classroom model is: "How do you encourage students to actually do the pre-class work and come to class prepared?" This is not really a new question for educators. We've always assigned some type of homework, and there have always been students who do not come to class ready to learn.

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Flipping Your Classroom: Step by Step Guide - EdTechReview™ (ETR)

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Flipping Your Classroom: Step by Step Guide - EdTechReview™ (ETR)

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As the Flipped Classroom gains popularity, teachers around the World are making the choice to implement this innovative instructional method.

In the Flipped Classroom teachers use technology to move direct instruction into students' individual learning space in order to make the most of their face to face time. Each teacher adds their own style to the Flipped Classroom and has to make choices about technology depending upon their specific situation. In this step-by-step guide learn how to navigate the technology choices that need to be made as well as get advice on how to rethink your class time as you get started with the Flipped Classroom.

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Flipping Your Classroom: Step by Step Guide

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As the Flipped Classroom gains popularity, teachers around the World are making the choice to implement this innovative instructional method. In the Flipped Classroom teachers use technology to move direct instruction into students' individual learning space in order to make the most of their face to face time.

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Royalty Free Music by Bensound | Creative Commons Music

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Royalty Free Music by Bensound | Creative Commons Music

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Need music as background for your flipped videos?

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We use cookies for analytics, and to offer you a better browsing experience. Our Royalty Free Music is copyright safe, cleared and ready to use for YouTube, Facebook, Instagram, TikTok, Twitch, Vimeo, and most Platforms: Your videos are cleared forever, even if you close your membership or account.

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What do those hashtags actually do? They aggregate the topic you're looking for across social media. Tagboard helps you find the tag you're looking for or let you know if a new one's available: #everylacounts

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Tagboard is an Emmy-nominated audience experience platform designed to help storytellers in sports, news, and entertainment produce the most engaging content in the world with a fraction of the resources required by traditional graphics systems.

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Lessons from FlipConAus Staff PD 10 Nov 2015 - YouTube

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Lessons from FlipConAus Staff PD 10 Nov 2015 - YouTube

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Lessons from FlipConAus Staff PD 10 Nov 2015

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Jayme and I presented our insights into flipped learning to the staff at SMC after attending FlipConAus in October. Also see . . . The slides presentation: https://docs.google.com/presentation/d/1tj-E-It_okWK8Qm5GFbeiSAbK3zOOwrPL5bIJeHhS2I/present?slide=id.p Jayme's Mix (may require login): https://mix.office.com/watch/c2vep5me3f5u

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Drawboard PDF Tutorial: V4.0 Layout Overview - YouTube

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Drawboard PDF Tutorial: V4.0 Layout Overview - YouTube

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Drawboard PDF Tutorial: V4.0 Layout Overview

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Version 4.0 of Drawboard PDF introduces a completely new interface and a range of new features. Here we give you an overview of this new layout, and for more tutorial articles, head over to www.drawboard.uservoice.com.

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Create animated videos where the hand writes out stuff. Cool. Free (with optional upgrades)

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Anytime Education - Ready when you are...

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Anytime Education - Ready when you are...

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Jeremy LeCornu & James Dundon's homepage for flipped Biology lessons. Great videos!

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100 Videos and Counting: Lessons From a Flipped Classroom | Edutopia

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100 Videos and Counting: Lessons From a Flipped Classroom | Edutopia

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Seventeen months ago, I made my first flipped learning video. And then, unexpectedly, it happened: I crossed the century mark. That is to say, I made my hundredth video. What have I learned along the road between one and one hundred?

It's not about the video.

I've said this before, but can't repeat it enough: Teachers who embrace flipped learning need to think like architects, not video producers. It's tempting to become enamored by content creation -- after all, you want the lesson to hold visual appeal. But it's a mistake to become overly invested in your video's "wow factor" at the expense of instructional integrity. The critical component of flipped learning occurs in the classroom itself -- how teachers pivot from the video's baseline content to deeper, more expansive targets and make room for students to investigate, evaluate, and apply new knowledge in creative ways.

And then there's the issue of coverage. Looking back, my first attempts at video creation misfired. Lessons stretched up to ten minutes. My visuals either overcrowded the content or stood sheepishly beside it. Over time, I honed my message, my delivery, and my coverage areas. Most of my "next generation" videos run between two and five minutes, the digital sweet spot. Ironically, the more I focused on learning outcomes, the better my videos became.

Don't forget the data.

In the early days, I released video content to students through my YouTube channel and trusted that they would watch assigned lessons in time for class. Talk about a shot in the dark! The number of YouTube views couldn't tell me whether one of my students actually tuned in, and it certainly didn't reveal what students actually learned (or didn't). So about three weeks into my flipped learning foray, I turned to Educanon, an award-winning hosting and delivery platform that helped me unlock a treasure trove of data. Using its intuitive interface, I began to embed quiz questions within the lesson (with forced stops that prompted answers), and that helped me track student progress. The data trail gave me insight into student learning and oversight of the learning process -- how to structure a child's learning plan based on his or her responses to questions during the video. Possessing this information is vital to designing a right-sized learning experience when students return to class.

Flip outside the box.

Flipped learning is a powerful tool for classroom learning, but why stop there? The possibilities can be endless. This year, I flipped Back-to-School Night by releasing a video preview of classroom procedures to parents several days before we met (in some ways similar to my class procedures video that I sent to my students a few days before the first day of school). The flipped format allowed parents to chew over the information and generate questions and concerns ahead of time. When they arrived, I created a parking lot for them to leave individual questions for follow-up (Post-It notes on a white board works well), which preempted that doomsday scenario where one domineering parent hijacks the entire evening with a personal rant. By clearing technical details off the deck, we spent more time engaged in nobler discussions about educational philosophy, social-emotional learning, and long-term goals. There are lots of other ways for teachers and administrators to flip outside the box, including:

Faculty meetings: Communicate all that administrivia ahead of time and use the space for deeper conversations about teaching and learning.

Parent-teacher conferences: Prepare learner profiles that offer evidence of student learning and skill-development (Ourboox provides a free, simple platform for making beautiful e-books), then dive into a detailed performance analysis in the conference space.

Informational sessions: Whether it's news about the athletics program or the school uniform, try moving the technical details online (using a screencast platform like Screenr or Screencast-O-Matic to show visuals), and then host a forum at the school where students can run drills with the new coach or see a fashion show of the new uniform. The live events, which can be bundled around existing back-to-school engagements, are great showcasing opportunities that make the drab details pop.

Plan backward and give notice.

No matter how amazing we think our lessons might be, they will never compete with after-school basketball practice, piano lessons, tennis clinic, or the host of other extra-curriculars that students enjoy. I learned early on to give significant lead time for students to watch lessons, releasing new content about 3-4 days prior to the in-class application. This forced me to plan backward from a target date and stick to a fairly regimented creation schedule. That made for lots of long nights, but ultimately held me accountable to a delivery system that honored the busy lives of kids outside of school. I also made sure to keep parents in the loop about upcoming new content and due dates through Remind, a communication service that alerts parents to classroom currents. Students can't be expected to apply knowledge that they never learned!

Good teaching is still number one.

Now more than ever, it's clear to me that good technology will never replace good teaching. In fact, professional teaching is one of the pillars of flipped learning, a testament to the role that teachers play in helping students define, discern, and discuss new knowledge as it flows across the information highway. In two years of flipping my classroom, I've become more attuned to the habits and hallmarks of effective instruction. That's not to say that educators need to embrace flipped learning as pedagogical salvation, but that the process of planning for and executing a flipped learning experience requires vast amounts of rigor, foresight, deep instructional knowledge, creativity, and risk-taking. For teachers, flipped learning is exhilarating and exasperating all at once -- not because it replaces the act of teaching, but because it releases its most essential parts.

Crossing into triple digits, I feel like I'm just starting to appreciate the possibilities of this model. One thing's for sure -- unless it's designed for better outcomes, flipped learning is just plain upside down. But done right, I believe that it can turn the educational system on its head.

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100 Videos and Counting: Lessons From a Flipped Classroom | Edutopia

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Seventeen months ago, I made my first flipped learning video. And then, unexpectedly, it happened: I crossed the century mark. That is to say, I made my hundredth video. What have I learned along the road between one and one hundred?

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Clickview (if your school subscribes to it) allows you to add up to 10GB of your own content to your Workspace. You can also edit videos there.

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Free Technology for Teachers: 7 Tools for Adding Questions and Notes to Videos

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Free Technology for Teachers: 7 Tools for Adding Questions and Notes to Videos

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Short videos from YouTube and other sources can be quite helpful in introducing topics to students and or reinforcing concepts that you have taught. Watching the video can be enough for some students, it's better if we can call students' attention to specific sections of videos while they are watching them. The following tools allow you to add comments and questions to videos that you share with your students.

Vibby is a service for breaking YouTube videos into segments and inserting comments into those segments. To segment a YouTube video on Vibby simply grab the URL for the video and paste into the Vibby editor. Once inserted into Vibby you can highlight a segment on the video timeline. Vibby then play only the sections you've highlighted. Click on a highlighted section to add a comment to it. Videos edited through Vibby can be shared via email, social media, or embedded into a blog or website. Click here for a Vibby tutorial.

YouTube has a built-in tool for adding annotations to videos that you own. Open the video editor in your YouTube account and you can add notes, including notes with hyperlinks to other videos, to your videos. Directions for that process are available here.

On VideoANT anyone can add annotations to any publicly accessible YouTube video. To do this copy the URL of a video and paste it into the VideoANT annotation tool. Then as the video plays click the "add annotation" button when you want to add an annotation. To have others annotate the video with you, send them the VideoANT link. You are the only person that has to have a VideoANT account. Your collaborators do not need to have a VideoANT account to participate in the annotation process with you.

eduCanon is an excellent service for creating, assigning, and tracking your students' progress on flipped lessons. eduCanon allows you to build flipped lessons using YouTube and Vimeo videos, create questions about the videos, then assign lessons to their students. Once you have found a video through eduCanon you can add questions to it at any point along its timeline. Students need to answer your questions before they move on to the next portion of your chosen video. You can track your students' progress within eduCanon.

VideoNotes is a neat tool for taking notes while watching videos. VideoNotes allows you to load any YouTube video on the left side of your screen and on the right side of the screen VideoNotes gives you a notepad to type on. VideoNotes integrates with your Google Drive account. By integrating with Google Drive VideoNotes allows you to share your notes and collaborate on your notes just as you can do with a Google Document. You can use VideoNotes to have students submit questions to you and each other while watching videos. Of course, you can insert questions into the conversation for your students to answer too.

MoocNote is a free tool for adding timestamped comments, questions, and links to videos. To do this on MoocNote you simply paste a link to a YouTube video into the MoocNote editor. Once the video is imported you can start to add your comments, questions, and links. The link features is particularly useful for providing students with additional resources for learning about the topics covered in your shared videos. MoocNote allows you to organize playlists (MoocNote calls them courses) of videos according to topics that you identify.

Blubbr is a neat quiz creation service that I have raved about since I tried it for the first time nearly three years ago. Through Blubbr you can create interactive quizzes that are based on YouTube clips. Your quizzes can be about anything of your choosing. The structure of the quizzes has a viewer watch a short clip then answer a multiple choice question about the clip. Viewers know right away if they chose the correct answer or not.

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7 Tools for Adding Questions and Notes to Videos

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Short videos from YouTube and other sources can be quite helpful in introducing topics to students and or reinforcing concepts that you have taught. Watching the video can be enough for some students, it's better if we can call students' attention to specific sections of videos while they are watching them.

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6 Models of Blended Learning - DreamBox Learning

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6 Models of Blended Learning - DreamBox Learning

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As school districts look for ways to give their students a personalized learning experience without expanding their budgets, blended learning can be an effective option. This approach to schooling combines face-to-face instruction with online learning and has yielded strong results since officially being researched as an education strategy. In fact, according to a 2010 study from the U.S. Department of Education, blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents. This may be partly due to the fact that this rapidly growing model not only increases the flexibility and individualization of student learning experiences, but also allows teachers to expand the time they spend as facilitators of learning. Schools make the switch to blended learning for a variety of reasons. In addition to considering the age of the students, the reasons for choosing a blended model generally dictate which of the six models they choose to implement:
1) Face-to-Face Driver Model
Of all the blended learning models, face-to-face driver is the closest to a typical school structure. With this approach, the introduction of online instruction is decided on a case-by-case basis, meaning only certain students in a given class will participate in any form of blended learning. The face-to-face driver approach allows students who are struggling or working above their grade level to progress at their own pace using technology in the classroom.

Some schools have also found this model to be a helpful way to engage English language learners (ELL), who sometimes fall behind not because they are incapable of understanding a concept, but because they're not native speakers. A 2009 study of the Round Rock Independent School District in Texas found that the math and reading test scores of third and fifth grade ELLs increased following the implementation of blended learning and the use of interactive whiteboards.
2) Rotation Model
In this form of blended learning, students rotate between different stations on a fixed schedule - either working online or spending face-to-face time with the teacher. The rotational model is more widely used in elementary schools - 80 percent of elementary schools in California that use blended learning follow the rotational model - because many are already set up to have students rotate between stations.

In a case study of IDEA Public Schools in Texas published by DreamBox Learning, the rotational model of blended learning was determined to be an effective means of increasing the achievement of students in this Title 1 School. IDEA students rotated between learning labs, where they used intelligent adaptive learning software to learn math concepts, and a traditional classroom. The result? Students became more active learners and often challenged themselves to work harder and learn material that had not yet been introduced in their math classroom.
3) Flex Model
Schools who are supporting a large number of non-traditional or at-risk students often choose the flex model of blended learning. With this approach, material is primarily delivered online. Although teachers are in the room to provide on-site support as needed, learning is primarily self-guided, as students independently learn and practice new concepts in a digital environment. The flex model is an approach used by the AdvancePath Academy, a blended learning school, which works with school district partners to address the needs of students with behavioral, academic and/or socio-economic challenges.

Students at AdvancePath spend most of their time in a computer lab learning online. However, certified teachers are also on-site to work with students on reading and writing, lead small-group work, and provide help as needed. More than 90 percent of students enrolled at AdvancePath either graduate from high school, transfer to other schools to complete their studies, or are on track for graduation. These are promising results, considering that only three out of 10 students who drop out of high school manage to earn a degree by age 25.
4) Online Lab Model
As schools face increasingly tighter resource constraints, the online lab model of blended learning is a viable option for helping students complete courses, including those not offered at the specific school site. In this scenario, students learn entirely online but travel to a dedicated computer lab to complete their coursework. Adults supervise the lab, but they are not trained teachers. This not only allows schools to offer courses for which they have no teacher or not enough teachers, but also allows students to work at a pace and in a subject area that suits them without affecting the learning environment of other students.

In a case study published by DreamBox Learning, the Inner City Education Foundation demonstrated how vital online lab programs can be for school districts facing budgetary and resource shortfalls. The ICEF Vista Elementary Academy in Los Angeles faced significant state funding cuts in 2010, so school leaders instituted learning labs in an attempt to give students quality digital learning experiences because they had fewer teachers. The result? Students in need of intervention had more face time with teachers and the school's second and third graders demonstrated improved math skills.
5) Self-Blend Model
Popular in high schools, the self-blend model of blended learning gives students the opportunity to take classes beyond what is already offered at their school. While these individuals will attend a traditional school environment, they also opt to supplement their learning through online courses offered remotely. In order for this method of blended learning to be successful, students must be highly self-motivated. Self-blend is ideal for the student who wants to take additional Advanced Placement courses, or who has interest in a subject area that is not covered in the traditional course catalog.
6) Online Driver Model
At the opposite end of the spectrum from face-to-face driver we have online driver, which is a form of blended learning in which students work remotely and material is primarily delivered via an online platform. Although face-to-face check-ins are optional, students can usually chat with teachers online if they have questions. This model of blended learning is ideal for students who need more flexibility and independence in their daily schedules. This approach is becoming increasingly popular - each year, the number of students participating in online driver programs increases by about 15 percent.

Which blended learning model have you been using to improve the education of your students? Share your stories with us!

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6 Models of Blended Learning - DreamBox Learning

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As school districts look for ways to give their students a personalized learning experience without expanding their budgets, blended learning can be an effective option. This approach to schooling combines face-to-face instruction with online learning and has yielded strong results since officially being...Read more ›

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A website designed to give educators a step-by-step process to flip their classrooms.

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A website designed to give educators a step-by-step process to flip their classrooms.

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How to fold an origami jumping frog. Facebook Page: https://www.facebook.com/OrigamiTavin My Website: http://www.tavinsorigami.com Diagrams: http://tavinsorigami.com/2014/08/origami-frog-instructions/ The origami frog is very easy to fold and is a goo model for beginners. You can fold it from any kind of paper as long as it not to small nor too thick to fold.

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KTL: Exploring the Benefits of Flipped Learning - Google Slides

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KTL: Exploring the Benefits of Flipped Learning - Google Slides

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Presentation from the Know.Teach.Learn Curriculum Conference (15 Aug 2015, St. Augustine's College, Cairns)

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KTL: Exploring the Benefits of Flipped Learning

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Tech Transformation: Flipped Learning and Bloom's Taxonomy

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Tech Transformation: Flipped Learning and Bloom's Taxonomy

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While I was at the ISTE Conference last month I attended a presentation on flipped learning by Jon Bergmann and Aaron Sams. The essential question that was being addressed was what is the best use of face-to-face class time? Bloom's Taxonomy has often been seen as a pyramid, with the higher level thinking skills on the top - and that this equates to the amount of time spent on thinking in the traditional classroom, with a lot of remembering and understanding and very little analysis, evaluation and creating, which may be assigned for homework. Some people have suggested that with the flipped classroom, the pyramid should be flipped so that the time spent at home is on learning the content (remembering and understanding) and the majority of class time is spent, not on the bottom two tiers of Bloom's, but on applying, evaluating and creating. Jon and Aaron don't agree - they said this is more the model for doing a PhD, rather than what you would expect to see in a flipped classroom. They suggest that the best model for class time in a flipped learning model should be more like a diamond, with most of what goes on in class being in the middle levels of Bloom's Taxonomy.

They addressed critics that flipped learning can't happen in (American) schools because of the inequitable access to technology in students' homes. They pointed out that in fact 95% of American kids do have access to the internet at home, and that for the small number who do not it should be possible for teachers to come up with interventions to find ways around this. In answer to critics that some students won't do the content learning at home, they suggest having exciting things to do in school for the students who have watched the videos. The ones who haven't watched them will have to spend the class time catching up instead of engaging in the more exciting learning engagements in class. Jon and Aaron believe very much in face to face human interaction between students and teachers - they want to reclaim the majority of class time back for this.

John Bergmann spoke with real honesty about how the world is changing from a time when he first started teaching when the knowledge was either in the head of the teacher or in a book in the library. He explained that he did "the lecture thing" for 19 years before deciding to do something different - and that for those 19 years he would have rated himself as a very good teacher who gave quality instruction in class. However he talked about the fact that we are now in the middle of a transition as students are now going online to learn. In particular he talked about how even elementary students are learning how to do things on YouTube, where they can rewind to check to see if they are doing something correctly. Aaron Sams referred to this as being the "default setting" for students.

Jon and Aaron shared the research from Robert Marzano based on 2 million classes throughout the USA. This research shows the % of time spent in these classes on lecture, practice and higher order thinking. The statistics are as follows:

58% of class time is currently spent on interacting with new content (mostly lecture)

36% of class time is spent on practising and deepening content

6% of class time is spent on cognitively complex tasks involving generating and testing hypotheses.

Clearly not much has changed since the term "sage on the stage -v- guide on the side" was coined over 30 years ago! Aaron and Jon challenged us to "change the 58%" through considering using a flipped learning approach.

They shared 20 ideas from teachers who have successfully flipped for what to do in class once the content was being delivered at home. Here are their ideas:

1. Guided practice

2. Peer tutoring - students helping each other

3. Structured small group work -

4. Activities - Jon and Aaron talked about how it is a mistake to try to do "cool activities" every day as there needs to be time for teachers to walk around and help students. They suggest a good balance is 75% of time spent on processing and 25% of time spent on activities.

5. Interactive notebooks with QR codes that link to a video. This means it is possible to mix up the flipped classroom with students also able to watch videos in school

6. Mastery organization - students have to master something before they move on. In these classrooms there must be objectives with benchmarks that students master before they move on.

7. Flipping instructions so students watch how to do something at home before coming in to do it in class (application). They suggested making "Here's how to ...." short videos.

8. Recording others' experiments using devices in school (application) as students record and make their own videos. It's also possible to record students explaining what is happening and students can then watch each others' videos.

9. Simulations (application and analysis) followed by a video to supplement learning.

10. Manipulatives (application and analysis)

11. Rethinking the timing of homework checks. They talked about how before flipping they spent the first 15 minutes of each class going over homework, then 20 minutes teaching new content, then 10 minutes of practice. Now the sequence is to first spend 10 minutes discussing the homework video, around 30 minutes practicing new content, and around 5 minutes going over this classwork.

12. The station model (analysis and evaluation) made up of 3 in-class stations of research, writing and projects/making

13. Flipping the writing workshop to one on one by making a audio file for students to listen to in class with teacher comments. This involves analysis and evaluation. Students can listen to the audio files at home and then make their revisions in class. Apparently this takes no more time than one on one conferences in class and has the advantage of freeing up the teacher to help with the editing in class.

14. Choice boards

15. Choice days and activity days (applying, analysing, evaluating) with learning choice paths where students can choose to view the teacher created video, read a book or access the content on iTunes U, followed by them choosing to create a poster, write a news story etc to show their understanding.

16. Other teachers have used more of an inquiry approach so students first explore, then watch a flipped video, then apply. This means they develop their own conceptual understanding through exploration and then look at the flipped videos to consolidate this in the middle of the learning cycle.

17. Stages - where students learn how to perform a task using a flipped video, then in class they execute the task and collect the data. Then they analyse the data and construct formula or functions that explain the data.

18. The "In-Flip" where the video is a station within the class. This can be popular in elementary classrooms where half the class can watch a video while the other half work with the teacher.

19. Using the flipped video to get students excited about something - for example video story problems. Pose the question on the video to have students think about at home, and then have them solve the problem in class.

20. Student created content - students can create their own videos in class that can be used with the following year's students. The idea behind this is that you really need to know something to be able to teach it to others.

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While I was at the ISTE Conference last month I attended a presentation on flipped learning by Jon Bergmann and Aaron Sams. The essential question that was being addressed was what is the best use of face-to-face class time?

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What is the Cornell Note Taking System? | Writer's Bloc Blog

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What is the Cornell Note Taking System? | Writer's Bloc Blog

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The Cornell note taking system was invented in the 1950's by Walter Pauk who was an education professor at Cornell University. This effective system for taking notes was made popular by Professor Pauk's best selling book How To Study In College and is still being used by college students today. This book is still available if you are interested in reading the details about this effective note taking method and other study strategies.

The Cornell method of note-taking is done by dividing a page into 3 sections: Notes, Cues and a Summary section. Assuming you're taking notes on an 8.5 x 11″ or A4 size page, create a column about 2″ wide on either the left or right hand side of the page for Cues. Leave about 2″ at the bottom of the page for a Summary section. The largest section is for Notes. At the top of each page write your name, date, topic and class.

The Notes section is used during class or while reading a book to take abbreviated notes and to copy any diagrams or charts the instructor may use. It's a good idea to leave extra space between main points and topics so that other details can be filled in later and to allow you to read your notes easily.

The Cues should be written down soon after the class is over. Cues are used for review and study and can include such things as questions anticipated on an exam, main ideas/people, and vocabulary words.

The Summary at the bottom of the page is written after class and is used to help you find information later on. It is a brief summary of the notes on that page highlighting the main point(s).

Cornell University summarizes the method of using these notes most effectively this way:

1. Record. Take brief notes during a lecture or while reading.

2. Questions. As soon after class as possible, formulate questions based on the notes. The writing of questions is used to study for exams later.

3. Recite. Cover the large note-taking section with a sheet of paper. Then, looking at the questions or cue-words in the cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words.

4. Reflect. Reflect on the material by asking yourself questions, for example: "What's the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what Ialready know? What's beyond them?

5. Review. Spend at least ten minutes every week reviewing all your previous
notes. If you do, you'll retain a great deal for current use, as well as, for the exam.

Several universities & websites provide explanations on how to benefit from the Cornell note taking method - here are just a few:
Cornell University
Florida State University
University of Houston-Victoria
Life Hacker

If you want to try to improve your studying by using the Cornell Method of note-taking you can simply use a bold pen to divide pages in your notebook into 3 sections, you can print out your own Cornell paper by using an online PDF generator, or you can buy a nicely bound notebook with Cornell paper. Cornell notebooks currently available at Writer's Bloc include:

Rhodia Classic Meeting Book - Large with Black Cover
Rhodia Classic Meeting Book - Large with Orange Cover
Rhodia Classic Meeting Book - Medium with Black Cover
Rhodia Classic Meeting Book - Medium with Orange Cover
Rhodiactive Meeting Book 90 - A4+ Large
Rhodia Business Collection Meeting Book 90 - Medium
Moleskine Professional Notebook - Extra Large, Black Hardcover
Moleskine Professional Notebook - Large, Black Hardcover

Have you ever used the Cornell note-taking method? What is your favorite notebook or paper for taking notes?

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The Cornell note taking system was invented in the 1950's by Walter Pauk who was an education professor at Cornell University. This effective system for taking notes was made popular by Professor Pauk's best selling book How To Study In College and is still being used by college students today.

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Living in a Digital World We Don’t Understand | edtechdigest.com

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Living in a Digital World We Don’t Understand | edtechdigest.com

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The easiest way to create a screen capture video. It's a free Chrome add-on and allows up to 10 minute's recording for free.

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millions use Screencastify to create amazing videos

/* Sets tab pane to display block instead of default display:none */ /* Allows CSS opacity transitions */ .w-tab-pane, .w--current { display: block; } /* Any .w-tab-pane that does not have webflow .w--curent sets opacity 0 */ .w-tab-pane:not(.w--curent) { opacity: 0; } /* Any element with .w-tab-pane that has .w--tab-active sets the opacity 100% */ .w-tab-pane.w--tab-active { opacity: 1; } /* Set the opacity transition to 1 second ease-in */ .w-tab-pane { transition: opacity 1s ease-in; }

Educator, student, marketer, engineer, gamer. Whatever part you play, you'll have simple, yet powerful screen recording and editing tools.
Learn more

Easily share your creations in multiple channels. Let more viewers watch, pause and rewind on their schedule while maximizing time by eliminating unnecessary meetings.
Learn more

Collect video assignments to ensure any team or student is heard. Track viewing activity and add interactive questions and more to ensure your message is understood.
Learn more

Educator, student, marketer, engineer, gamer. Whatever part you play, you'll have simple, yet powerful screen recording and editing tools.
Learn more

Easily share your creations in multiple channels. Let more viewers watch, pause and rewind on their schedule while maximizing time by eliminating unnecessary meetings.
Learn more

Collect video assignments to ensure any team or student is heard. Track viewing activity and add interactive questions and more to ensure your message is understood.
Learn more

loved by everyday video creators

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Screencastify | Screen Recording and Video Editing

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Screencastify is the leading screen recorder for Chrome. Install the extension to record, edit, and share videos in seconds. Create video class assignments, training and tutorials, and make business communication faster.

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6 Great Blogs to Get Insights into Flipped Learning - EdTechReview™ (ETR)

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6 Great Blogs to Get Insights into Flipped Learning - EdTechReview™ (ETR)

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Web has become pervasive, it influences people's lives and facilitates partnerships. The process of writing blog posts and commenting is the fine example by which the Internet has allowed people to participate and share their ideas in the marketplace.

Educators have also made the best use of web technologies in form of blogging, to share their ideas, experience and connect with the educators across the world. In fact the educational blogs have become one of the most powerful and effective tool for teacher professional development.

Since the idea of the flipping classroom has gained popularity, a lot of educators have become flipped learning practitioners and they also share their views and insights through blogs with others to help them learn more and avoid mistakes. In this article, you will find six great blogs that you must follow if you a teacher flipping your classroom.
Turning Learning
Turning Learning is a website run by Jon- a teacher, writer, and educational coach. Jon has spent 24 years as a middle and high school educator teaching students science. His blog is dedicated to speaking, writing and endorsing the flipped classroom concept. On his blog, Turning Learning, you can dig out great and useful information related to flipped classroom. The blog has different section naming speaking and training, blog, multimedia.
My Flipped Classroom
My Flipped Classroom is a blog run by Delia Bush. On her blog, you will find out her experiences related to her flipped classroom. Apart from this, there's a lot more in the blog to explore.
Math with McCarthy
Math with McCarthy is an amazing blog dedicated to Maths and flipped classroom. The blog is managed by Missy Cosby. She is a high school math teacher at Okemos High School in Okemos, Michigan. In her blog, she share a lot of practical information related to flipped classroom.
Flipping with Kirch
Flipping with Kirch is another great blog for flipping the classroom. Here you will explore a number of good write-ups reflecting and analyzing on her journey to flipped learning in her high school math classes from 2011-2014.
Video For My Classroom: The Flipped Classroom
Chris Waterworth runs this blog to share his experiences from teaching in primary schools for over 10 years now and how he has used technology in his classrooms since the very beginning.
Flipped Classroom Tag - Edutopia
By combining the flipped-learning model with differentiated instruction, teachers can quickly and efficiently mobilize their students in "right size" learning activities. Check out some great resources here.
Which blog or resource do you follow? Share with us in the comment box.

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6 Great Blogs to Get Insights into Flipped Learning

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Web has become pervasive, it influences people's lives and facilitates partnerships. The process of writing blog posts and commenting is the fine example by which the Internet has allowed people to participate and share their ideas in the marketplace.

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How to Record Your iPad's or iPhone's Screen (No Jailbreak or Computer Required) « iOS Gadget Hacks

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How to Record Your iPad's or iPhone's Screen (No Jailbreak or Computer Required) « iOS Gadget Hacks

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If you're using iOS 10 or lower, there is no built-in way to record an iPad, iPhone, or iPod touch screen, and Apple doesn't allow any third-party apps to screen record either. If malicious, an app could theoretically continue recording even after you think it's off, allowing it to capture account and password information that you enter on your device. This changes in iOS 11, which introduces native screen recording, but what do you do if you're still running iOS 10 or lower?

Well, the first answer would be to update to iOS 11 and make use of Apple's stock screen recording tool that's found in the Control Center. If that doesn't sound good to you for some reason, then keep on reading below.

More Info: How to Screen Record with Audio in iOS 11 with Apple's Built-In Tool

Software like Good Screen Recorder Lite and Reflector will let you record your iPad and iPhone screens, but they will only work on a computer, and usually at a cost. Apple's own QuickTime Player lets you do it for free, but you'll need that Lightning cable to do so. Then there are Cydia apps that let you screen record right from your iOS device, but you need to jailbreak first.

Don't Miss: How to Record Your iPhone's Screen Using QuickTime Player

There is another option, though, and it's called AirShou, from Shou.TV, which allows you to screen record directly from your iPad, iPhone, or iPod touch - without having to jailbreak or use a computer. This app is not available in the iOS App Store, so you'll be sideloading it like we've done before in the past for video game emulators like GBA4iOS and NDS4iOS.

This will work with iOS 9 and higher, and may still work in iOS 7 and 8.
Note: This guide previously used an app called iRec, which stopped working. We've updated the guide and video to use AirShou instead.

Step 1: Install AirShou

Directly from your iOS device, head over to emu4ios.net and download and install AirShou - tap on it, then select Install. If you're having issues installing it from Emu4iOS, you can try iEmulators.net instead - they also host the app.

A popup may appear asking you to confirm installation, so go ahead and let it.

Step 2: Trust the Developer

If you get an "Untrusted Enterprise Developer" warning when you try to open the app, you'll need to trust it. So to fix this, go to Settings -> General -> Profiles & Device Management, then find the profile that has AirShou listed in it and hit the Trust button.

Step 3: Screen Record, Play & Save

To start a screen recording, open the AirShou app, then sign in or create an account. From there, select the Record option from the main menu, then name your recording and choose your preferred orientation.

Before recording, you will need to select your own device from the AirPlay list (accessible from the Control Center), and make sure that Mirroring is toggled on for it.

To end the recording, either tap on the red banner, or go back to Shou and select Stop. You'll be automatically taken back to the Record screen. Hit the small icon up top to see your recordings.

Select your screen recording, then tap on Open In... to open the video in another application (Vine, iFile, etc.) or to share it via AirDrop or email. You can also save to your Camera Roll.

Below you can see what the playback looks like for a full-screen game and video from my Camera Roll. The overall quality is excellent, which is great if you're planning on sharing some gameplay videos.

As for issues, some apps can prevent you from recording the screen altogether, but this isn't very common. The only one we found so far is YouTube, which immediately stops AirShou from recording as soon as you play a video - an understandable measure considering the piracy implications.

Other than that, AirShou is very straightforward, simple, and works extremely well for showing off some tips and tricks in apps and games - let us know what you think in the comments below.

Cover photo by Justin Meyers/Gadget Hacks; screenshots by Dallas Thomas/Gadget Hacks

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How to Record Your iPad or iPhone's Screen (No Jailbreak or Computer Required)

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If you're using iOS 10 or lower, there is no built-in way to record an iPad, iPhone, or iPod touch screen, and Apple doesn't allow any third-party apps to screen record either. If malicious, an app could theoretically continue recording even after you think it's off, allowing it to capture account and password information that you enter on your device.

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The Flipped Class: Overcoming Common Hurdles - YouTube

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The Flipped Class: Overcoming Common Hurdles - YouTube

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The Flipped Class: Overcoming Common Hurdles

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Important information about Office Mix Preview end of service - Microsoft Support

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Important: Office Mix was retired on May 1, 2018. For more help, please read the article below.

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Doceri - The Interactive Whiteboard for iPad.

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Doceri - The Interactive Whiteboard for iPad.

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Doceri - The Interactive Whiteboard for iPad.

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Doceri is a scalable suite of products that allows a teacher or presenter to control a computer's desktop, to control audiovisual technology, and to annotate any presentation in real time with the Apple™ iPad™. Doceri is an intuitive interface that can replace interactive whiteboards and expensive AV touch panels.

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Free Technology for Teachers: 5 Free Tools for Creating Whiteboard Videos

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Free Technology for Teachers: 5 Free Tools for Creating Whiteboard Videos

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One of the many things that we tried today in my Future Schools workshop was creating whiteboard instructional videos. Someone in the group suggested using those videos as layers in Aurasma that would trigger when students scanned a geometric shape. Even if you don't use Aurasma to showcase your videos, whiteboard videos can be helpful in helping students understand a process or concept. Here is a handful of tools for making whiteboard videos.

Clarisketch is a free Android app that has great potential for classroom use. The app allows you to take a picture or pull one from your device's camera roll and then add your voice to it. While you are talking about your picture you can draw on it to highlight sections of it. Completed projects are shared as links to the video file hosted on Clarisketch. You can share the link to your Clarisketch video and have it play on nearly any device that has a web browser. Clarisketch is also available as Chrome app.

PixiClip is a good option for creating simple instructional videos in your computer's web browser. PixiClip provides a whiteboard space on which you can draw, upload images to mark-up, and type. While adding elements to your PixiClip whiteboard you can talk and or record a video of yourself talking. In fact, you can't use the whiteboard without at least recording your voice at the same time. Recordings can be shared via social media, embedded into blog posts, or you could grab the link and include it on webpage.

30hands is a free iPad app that makes it very easy to create a narrated slideshow and or whiteboard video. To create a basic narrated slideshow on 30hands all you need to do is import images from your iPad's camera roll then press the record button below each image to record your narration. If you don't have any pictures on your iPad you can take pictures using the 30hands app. 30hands also allows you to draw images instead of importing pictures. You can combine imported pictures with drawn images in your presentations. And you can draw on top of imported images. When your project is complete you can save it on your iPad or share it with the 30hands community.

Knowmia Teach is an iPad app for creating instructional whiteboard videos. The app allows you to create your video on a slide-by-slide basis. You can draw and talk on slides in the app. You can pause the app between slides. Images can be inserted into the backdrop of each slide which is great when you want to explain a diagram to students. An option for recording your face on each slide is also including in Knowmia Teach.

ScreenChomp was one of the first whiteboard iPad apps. Other apps have surpassed it in terms of optional features, but ScreenChomp still shines when it comes to ease of use. ScreenChomp provides a whiteboard on which you can demonstrate things by drawing and talking people through your instructions. You can draw and talk over a blank whiteboard or you can upload an image and draw on it while you're talking. Either way, ScreenChomp records your voice as you go. When you're done recording ScreenChomp provides you with a unique URL for your recording. Share that URL through email, social media, or post it on your blog for students to watch.

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5 Free Tools for Creating Whiteboard Videos

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One of the many things that we tried today in my Future Schools workshop was creating whiteboard instructional videos. Someone in the group suggested using those videos as layers in Aurasma that would trigger when students scanned a geometric shape.

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The homepage for Flipping gurus Jon Bergmann and Aaron Sams

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WatchKnowLearn - Free Educational Videos for K-12 Students

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WatchKnowLearn - Free Educational Videos for K-12 Students

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The videos are the highest quality found on the Internet, cover all major educational topics from elementary to secondary schools (or age range 1 – 18), and are Kid Safe because they are vetted by teachers.

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WatchKnowLearn - Free K-12 educational videos

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Free K-12 educational videos ... organized. Tens of thousands of excellent, educational videos in a huge, intuitive directory. Organized, reviewed, rated, and described by teachers. Ideal as a supplement to a curriculum or for independent study. Designed for teachers, students, parents, homeschoolers, educators ... and all life-long learners!