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Making videos

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Video Maker | Create Irresistible Videos Online

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Make standout videos in a snap with the Biteable video maker. Sparkle with studio-quality animation, footage, and effects. Start now, share in minutes.

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A FREE ONLINE SIMTECH RESOURCE FOCUSED ON HEALTHCARE SIMULATION. A 'hub' for medical simulation technologists (simtech) to share ideas and information. Free scenarios, XRAYs, ECGs, Ultrasounds, equipment lists, templates, moulage videos, etc... medical simulation, healthcare simulation, simulation technologist, simtech, the sim tech, simulation, free medical simulation scenarios

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Simulation

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Publishing in Professinal Journals Part I.pdf

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Publishing in Professional Journals Part II.pdf

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Research Guides: How to Create a Research Poster: Poster Basics

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creating poster/ better presentation
https://piktochart.com/

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video with questions
https://www.playposit.com/

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Backed by AT&T and Stanford's startX, PlayPosit is an online learning environment to create and share interactive video lessons. Teachers begin with any online video (screencasts, Khan Academy, TED, etc.) and transform what is traditionally passive content into an active experience for students, with time-embedded activities.

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Fodey.com

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puzzle creator

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Generador de Crucigramas
Créateur de mots croisé

1. Enter your crossword words and clues in the form below OR choose a premade word list (just below the instructions box) OR use the Quick Add Box to create your crossword clues and answers with Artificial Intelligence (AI).

2. Click the large green "Make Crossword Puzzle" button near the bottom of the form to make your free custom puzzle quickly.

3. You can now create online NEW!PLAYABLE and NEW!SHAREABLE crossword puzzles! Or make PDF's, Images, or just print them.

These Crosswords were created here!

Quick Start Tools

You enter any subject and we will generate all of your words and clues for you! TIPS Video

Generate Clues/Words with A.I.

Import a word/clue list into the form that is already made

Quick Add (Import Word List)

We have some pre-made lists that you can use:

Pre-Made Word Lists

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Crossword Puzzle Maker | Print, Play Online & Easily Share using our custom crossword maker

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Free crossword maker w/no registration needed! Free A.I. Generation. Play Online & Share! Add images, change colors and fonts to create professional looking printable crossword puzzles. Our A.I. crossword maker can create the entire puzzle with just a subject!

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What is a Teaching Philosophy Statement?

A teaching philosophy statement is a narrative that includes:

your conception of teaching and learning

a description of how you teach

justification for why you teach that way

The statement can:

demonstrate that you have been reflective and purposeful about your teaching

communicate your goals as an instructor and your corresponding actions in the classroom

point to and tie together the other sections of your portfolio

What is the purpose of a Teaching Philosophy Statement?

You generally need a teaching statement to apply for an academic position. A teaching statement:

conveys your teaching values, beliefs, and goals to a broader audience

provides a set of criteria and/or standards to judge the quality of your teaching

provides evidence of your teaching effectiveness

Components of a Teaching Philosophy Statement

educational purpose and learning goals for students

your teaching methods

methods for assessing students' learning

assessment of teaching

You also may include:

a list of courses you have taught

samples of course syllabi

teaching evaluations

letters of recommendation

a video of a class you have taught (asked for by some universities)

Teaching values, beliefs, and goals

You should consider what you believe is the end goal or purpose of education:

content mastery

engaged citizenry

individual fulfillment

critical thinking

problem solving

discovery and knowledge generation

teamwork

self-directed learning

experiential learning

Where can you find your teaching philosophy?

a syllabus (assignments, format, content, expectations, texts, assignments, grading and assessment)

in-classroom environment (diversity of methods, level of interaction, quality of feedback, intercultural sensitivity)

connection to institutional mission and disciplinary trends

What criteria are used to judge your teaching?

student-teaching roles and responsibilities

student-teacher interaction

inclusiveness

teaching methods

assessment of teaching

assessment of learning

How do you provide evidence of your teaching effectiveness?

Writing guidelines:

There is no required content, set format, or right or wrong way to write a teaching statement. That is why writing one can be challenging.

Make the length suit the context. Generally, they are 1-2 pages.

Use present tense and the first person, in most cases.

Avoid technical terms and use broadly understood language and concepts, in most cases. Write with the audience in mind. Have someone from your field guide you on discipline-specific jargon and issues to include or exclude.

Include teaching strategies and methods to help people "see" you in the classroom. Include specific examples of your teaching strategies, assignments, discussions, etc. Help them to visualize the learning environment you create and the exchanges between you and your students.

Make it memorable and unique. The search committee is seeing many of these documents-What is going to set you apart? What will they remember? Your teaching philosophy will come to life if you create a vivid portrait of yourself as a person who is intentional about teaching practices and committed to your career.

"Own" your philosophy

Don't make general statements such as "students don't learn through lecture" or "the only way to teach is with class discussion." These could be detrimental, appearing as if you have all of the answers. Instead, write about your experiences and your beliefs. You "own" those statements and appear more open to new and different ideas about teaching. Even in your own experience, you make choices about the best teaching methods for different courses and content: sometimes lecture is most appropriate; other times you may use service-learning, for example.

Teaching Philosophy Statement dos and don'ts:

Don't give idyllic BUT empty concepts

Don't repeat your CV

Do research on the teaching institution and disciplinary trends

Do keep it short (1-2 pages)

Do provide concrete examples and evidence of usefulness of teaching concepts

Do discuss impact of methods, lessons learned, challenges and innovations-how did students learn?

Do discuss connections between teaching, research, and service

Answer these questions to get started:

The purpose of education is to________.

Why do you want to teach your subject?

Students learn best by______________.

When you are teaching your subject, what are your goals?

The most effective methods for teaching are___________.

I know this because__________________.

The most important aspects of my teaching are______________.

More information on Teaching Philosophy Statements

An excellent guide for writing your Teaching Philosophy Statement:

"Writing a Statement of Teaching Philosophy for the Academic Job Search," from the University of Michigan

Articles on Teaching Statements:

Additional Resources:

Electronic Portfolios

The Electronic Portfolio is a way to showcase your accomplishments, skills, and philosophy on the Internet. You can write a personal profile; post your CV, resume, Research Statement, Teaching Philosophy Statement; give links to published articles, work samples, etc.; and post photos and other images. You can continually update it as you progress through your studies and your career. It is readably available for potential employers to see.

Sites that Host Electronic Portfolios:

Course about Teaching Portfolios

The course ALS 6015, "The Practice of Teaching in Higher Education" teaches graduate students how to prepare teaching portfolios.

Individual Advice

You may schedule a one-on-one appointment for help in preparing your Teaching Philosophy Statement.

Graduate Teaching Certificate Programs

For graduate TAs considering academic positions in higher education, these programs prepare you to become an excellent teacher. You learn the art and science of teaching through coursework, mentorship, research, and electronic portfolio development. You'll receive a small stipend and a certificate after completing program requirements.

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A teaching philosophy statement is a narrative that includes: your conception of teaching and learning a description of how you teach justification for why you teach that way The statement can: demonstrate that you have been reflective and purposeful about your teaching communicate your goals as an instructor and your corresponding actions in the classroom point to and tie together the other sections of your portfolio You generally need a teaching statement to apply for an academic position.

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https://bubbl.us/
https://itunes.apple.com/us/app/simplemind-free/id439654198?mt=12

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Beautiful FREE Images

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4.5 million+ Stunning Free Images to Use Anywhere - Pixabay - Pixabay

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Find your perfect royalty-free image or video to download and use. ✓ Royalty-free ✓ No attribution required ✓ High quality images.

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Creating graphic messages

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Writing good multiple choice test questions

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Writing good multiple choice test questions

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Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:

Versatility: Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Because students are choosing from a set of potential answers, however, there are obvious limits on what can be tested with multiple choice items. For example, they are not an effective way to test students' ability to organize thoughts or articulate explanations or creative ideas.

Reliability: Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.

Validity: Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment.

The key to taking advantage of these strengths, however, is construction of good multiple choice items.

A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.

Constructing an Effective Stem

1. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. A stem that does not present a clear problem, however, may test students' ability to draw inferences from vague descriptions rather serving as a more direct test of students' achievement of the learning outcome.

2. The stem should not contain irrelevant material, which can decrease the reliability and the validity of the test scores (Haldyna and Downing 1989).

3. The stem should be negatively stated only when significant learning outcomes require it. Students often have difficulty understanding items with negative phrasing (Rodriguez 1997). If a significant learning outcome requires negative phrasing, such as identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization.

4. The stem should be a question or a partial sentence. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.

Constructing Effective Alternatives

1. All alternatives should be plausible. The function of the incorrect alternatives is to serve as distractors,which should be selected by students who did not achieve the learning outcome but ignored by students who did achieve the learning outcome. Alternatives that are implausible don't serve as functional distractors and thus should not be used. Common student errors provide the best source of distractors.

2. Alternatives should be stated clearly and concisely. Items that are excessively wordy assess students' reading ability rather than their attainment of the learning objective

3. Alternatives should be mutually exclusive. Alternatives with overlapping content may be considered "trick" items by test-takers, excessive use of which can erode trust and respect for the testing process.

4. Alternatives should be homogenous in content. Alternatives that are heterogeneous in content can provide cues to student about the correct answer.

5. Alternatives should be free from clues about which response is correct. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such differences in grammar, length, formatting, and language choice in the alternatives. It's therefore important that alternatives

have grammar consistent with the stem.

are parallel in form.

are similar in length.

use similar language (e.g., all unlike textbook language or all like textbook language).

6. The alternatives "all of the above" and "none of the above" should not be used. When "all of the above" is used as an answer, test-takers who can identify more than one alternative as correct can select the correct answer even if unsure about other alternative(s). When "none of the above" is used as an alternative, test-takers who can eliminate a single option can thereby eliminate a second option. In either case, students can use partial knowledge to arrive at a correct answer.

7. The alternatives should be presented in a logical order (e.g., alphabetical or numerical) to avoid a bias toward certain positions.

8. The number of alternatives can vary among items as long as all alternatives are plausible. Plausible alternatives serve as functional distractors, which are those chosen by students that have not achieved the objective but ignored by students that have achieved the objective. There is little difference in difficulty, discrimination, and test score reliability among items containing two, three, and four distractors.

Additional Guidelines

1. Avoid complex multiple choice items , in which some or all of the alternatives consist of different combinations of options. As with "all of the above" answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer.

2. Keep the specific content of items independent of one another. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test.

Considerations for Writing Multiple Choice Items that Test Higher-order Thinking

When writing multiple choice items to test higher-order thinking, design questions that focus on higher levels of cognition as defined by Bloom's taxonomy. A stem that presents a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives is focused on higher-order thinking and thus tests students' ability to do such thinking. In constructing multiple choice items to test higher order thinking, it can also be helpful to design problems that require multilogical thinking, where multilogical thinking is defined as "thinking that requires knowledge of more than one fact to logically and systematically apply concepts to a ...problem" (Morrison and Free, 2001, page 20). Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.

Additional Resources

Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991.

Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items? Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002.

Haladyna, Thomas M. Developing and validating multiple-choice test items, 2nd edition. Lawrence Erlbaum Associates, 1999.

Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 51-78, 1989.

Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and measure critical thinking. Journal of Nursing Education 40: 17-24, 2001.

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Writing Good Multiple Choice Test Questions

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By Cynthia J. Brame, CFT Assistant Director Print Version Cite this guide: Brame, C., (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also...

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Creating Comprehensive, application and analysis evaluation test items

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Creating Comprehensive, application and analysis evaluation test items

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Assessing more than facts (Authentic Assessment Toolbox)

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One of the best ways to move from knowledge items to comprehension, application and analysis items is to avoid questions, statements or examples used in class or readings for the class. If students can recognize something mentioned in class then they can answer the question correctly simply by memorizing such statements, facts or examples.

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Sample quiz using Quizizz

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Used to create newspaper article

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Make a newspaper clipping with your own headline and story. Surprise friends and colleagues, send a birthday greeting or give your next blog post a special look.

To download your newspaper, use the link at the bottom of the generated image. You can use the images as you wish ie. put them on your own website or blog. Please note, that direct linking to the newspaper clippings doesn't work; the images are deleted from the server after a short time span.

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Make a newspaper clipping with your own headline and story. Surprise friends and colleagues, send a birthday greeting or give your next blog post a special look.

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This is a weblog tutorial for instructors and test writers interested in gaining a better understanding of how to use item (or test question) analysis. Item analysis provides useful information about how well test items 'performed.'

Was a particular question as difficult as you intended it to be? Did the item do a good job of separating students who knew the content from those who did not? How effective were the item options (i.e., key and distractors)? What changes should you make before using an item in subsequent administrations of the test?
Anatomy of a Test Item
Test items can be systematically analyzed regardless of whether you use ANGEL or send bubble sheets to be scanned at Scanning Operations. Test score validity and reliability can be improved by analyzing item performance over time and making necessary adjustments.
Objectives
By the end of this module, you should be able to:

Define and explain the indices related to item analysis

Locate each index of interest within ANGEL and Scanning Operations score reports

Identify target values for each index, depending upon your testing intentions

Make informed decisions about whether to retain, revise, or remove test items

Navigating the tutorial
An item analysis typically focuses on four major pieces of information: Test score reliability, item difficulty, item discrimination, and distractor information. No single piece should be examined independent of the others. In fact, understanding how to put them all together to help you make a decision about the item's future viability is critical. Use the links at the right side of the page to guide you. Each of these pages is comprised of five sections indicated by the following questions:

What is it? Here's where you'll find a definition or basic explanation.

Where do I find it? Depending on the source of your item analysis information, the information you need will be located in a slightly different location. This section will help you find it.

How should I use this information? Here you'll get a brief explanation of how to really make sense of the specific information provided. It is an elaboration on the "What is it?" section.

What should I aim for? This section provides some target values. It will help you further determine whether you're on track with individual items or with the set of items across your exam.

How well do I understand it? Three short questions will test your understanding of the topic. You can respond to the questions, or not. Answering the questions is not required for navigating to another section of the tutorial. (Note: The section on reliability does not have quiz questions.)
About the Author

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This is a weblog tutorial for instructors and test writers interested in gaining a better understanding of how to use item (or test question) analysis. Item analysis provides useful information about how well test items 'performed.' Was a particular question as difficult as you intended it to be?

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Can create image with font at the bottom

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Use a fully elaborated analytic rubric if you want to:

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http://www.nln.org/professional-development-programs/Certification-for-Nurse-Educators

http://www.nln.org/professional-development-programs/Certification-for-Nurse-Educators/exam-prep

http://www.nln.org/professional-development-programs/Certification-for-Nurse-Educators/exam-prep/self-assessment-examination

http://www.nln.org/docs/default-source/professional-development-programs/certified-nurse-educator-(cne)-examination-candidate-handbook.pdf?sfvrsn=2