rhyl macfarlane's List: Fun Learning Tools

• 46 Ideas for Digital Cameras in the Classroom

     
• • Creating email attachments (e.g. sharing photos, global collaborative projects, epals)
   
  • Creating images for websites
   
  • Encouragement activities (awards, certificates, student of the week, etc.)
   
  • Taking photos or recording information on excursions or field trips
   
  • Enhancing slideshows or presentations using PowerPoint or Keynote
• • Recording images that capture different emotions, beauty, pleasure, etc. to support creative writing or in teaching drama
   
  • Supporting course material e.g. lesson worksheets, OHP slides, test items, food preparation notes, science reports, etc
   
  • Providing relevant lesson material to hearing impaired students
   
  • Assisting students in special education
   
  • Providing close up, macro or micro views of objects, places, plants or animals
• • Encouraging effort through immediate recording and recognition of achievement
   
  • Recording student progress (including evidence for process outcomes which are otherwise difficult to record)
   
  • Analysing physical education activities or manipulative skills
   
  • Recording sequences of events in experiments (e.g. life cycles, motion, colour change, dissections)
   
  • Recording weather, types of clouds, ocean conditions, street traffic, local litter.
• • Recording creations for quality control purposes (e.g. a robotics competition, egg race etc.)
   
  • Photographing products for sale (for school fundraiser or auction, Achievers International, etc.)
   
  • Taking photos of natural or built environments (e.g. rivers, mountains, buildings)
   
  • Preparing photo sheets to introduce staff or students to each other
   
  • Photographing bulky work samples or other evidence in outcomes based education e.g. art sculptures
• • Helping document an interview or biography
   
  • Providing photos of all the people and events for publishing in school yearbooks
   
  • Recording property (e.g. for insurance purposes)
   
  • Producing time lapse movies (e.g. flowers opening, clouds forming, building under construction, etc)
   
  • Record images of assembly of 3-D objects (e.g. for later reassembling, instructions to others)
   
  • Learning about photographic concepts (e.g. lighting, composition, depth of field, motion effects)
   
  • Learning about the technology of digital photography
   
  • Providing images to print professional looking CD labels
   
  • Creating identity badges or admission cards for special events
   
  • Creating immediate public relations brochures, flyers
• • Fashion or modelling activities
   
  • Fun class activities (e.g. guess the teacher from their shoes)
   
  • Recording key stages for job progress records
   
  • Generating images for use as computer desktop, background or wallpaper
   
  • Documenting computer networks, sports equipment, etc.
   
  • Archiving student photos over the years
   
  • Presenting images on parents nights of students at work & play
   
  • Recording a (simulated) crime or road traffic accident scene
   
  • Recording different design options (e.g. optimum classroom layout)
   
  • Compiling folios for dancing, drama, models, artists, etc.
• • Compiling a digital portfolio of student achievement
   
  • Recording artwork, artistic creations and manipulations e.g. flower arrangements, origami.
   
  • Preparing folios to send to prospective employers
   
  • Providing photos to make custom calendars or greeting cards
   
  • Opportunities for students to develop a photography career (e.g. photojournalism, still life, fashion)
   
  • Before and after images (personal makeover, Christmas decorations, etc)

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• Podcasting: a Stepping Stone to Pedagogical Innovation
• Podcasting was defined for instructors as a technology that allowed students to receive course materials through the convenient, RSS-based subscription mode and listen to them anywhere, anytime. The goal of the podcasting theme was to enable instructors to experiment with audio modes of learning. Audio has the power to capture and focus attention, helping learners acquire content and process complex information

• Creativity and rewards
   

   

  The novelty of podcasting as a way to reach students encouraged instructors to be creative with audio for learning.  Some instructors used podcasting as a way to provide recordings of lectures to students. However, many more experimented with podcasting as a way to expose students to additional course content in engaging formats.  They created course podcasts that were mock radio programs, case studies, and interviews with national and international figures.  Still others used podcasting as a method for delivering course audio files or assigned students to create podcast presentations for their class. These varied pedagogical strategies were used by instructors across all disciplines.
• Type  Description  Number of courses    Lecture Supplements  Instructor-created materials (audio, video, enhanced audio) that extend topics covered in lecture. These include mock-radio shows, case studies, interviews with experts, introduction or elaboration of concepts covered in lecture.  48    Lectures  Audio or video recordings of in-class lectures or video, audio, or enhanced virtual lectures delivered outside class time  15    Sounds  Audio recordings of bird songs, lung/heart sounds, orchestra rehearsals, musical performance  11    Student Presentations  Audio or enhanced presentations created and recorded by students  5    Other  Other types of audio files delivered as a course podcast  10

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