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The project was made possible by an E-Learning Development Grant (ELDG) and by the cooperation of a large number of people who I thank at the end.ĭisclaimer. The purpose of this e-learning project was to test the effectiveness and viability of getting students to film mathematics lectures and the effect on student learning of making these videos available.
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My final report on the e-learning project “Video lectures filmed by students” is now available to download in PDF form.
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I very much hope that you find these guidelines useful – if you use them, or if you would like to discuss any of this with a view to using videos as a form of assessment, feel free to get in touch. Importantly, these videos and guidelines are written in such a way that they should be useful for people outside archaeology, considering similar assessments for their own courses – or those simply willing to create short, documentary videos for any purpose. David created two sample videos as well as a detailed set of guidelines in wiki form, which the students found very informative. This would not have been possible without the help, stamina and creativity of David Larreina, a PhD student who was recruited as a TA to create guidelines and offer surgeries to the students. Luke Davis wrote a news item for the Teaching and Learning Portal where you can find a few more thoughts about the experience, as well as a a link to a blog by one of the students, where she presents her video as well an interesting assessment of the whole experience. As their videos will soon be uploaded to a Youtube channel, the students will also be contributing to democratising access to knowledge – another useful lesson learned by all. Needless to say, I learned a lot too, not only from their videos but also from trying to guide them in an area outside my own comfort zone. Far from complaining, however, they appreciate the fact that they were prompted to learn new skills that will be useful outside the classroom. Without a doubt, for many of these students, who had no experience of videomaking, this assessment took longer than other options. Together, they presented interviews, experiments, museums and archival research on a wide range of topics, such as the production of weapons in Roman Britain, Mycenean gold, crucible steel, the Benin brasses at the British Museum or the rather more modern history of the aluminium in our cans of Coke. They produced very creative and informative videos. The result was remarkable success: a good number of students embraced the challenge of using their smart phones for something new, and engaging different parts of their brain. I gave students the opportunity to produce, plan, write, shoot, and edit 5-minute documentary videos on a topic of their choice, provided that they were relevant to the course syllabus and aimed at an educated, nonspecialist audience. Thanks to an E-Learning Development Grant, last year I piloted an alternative assessment for my undergraduate Archaeometallurgy course. Of course they serve a purpose, but surely there are other ways to assess what our students have learned and are capable of doing, while keeping them learning, and helping us learn too.
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In this article, we will be taking an in-depth look at some of the most popular eLearning animation software out there.Most students are fed up with writing essays, and most teachers are fed up with writing them. With so many options of software for eLearning videos available, however, it can be difficult to know where to get started.
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Additionally, eLearning consumers an average of 90 percent less energy than traditional learning, making it sustainable in the long term.īy learning how to integrate eLearning animation software, you can create a much more productive work and learning environment. This type of learning increases retention rates, overall revenue, and employee engagement. Students and professionals of all ages and disciplines have begun to reap the benefits of eLearning animation. That’s why eLearning Animation Softwares are important. Even business presentations, notorious for being long-winded and staid, can have more personality and energy to them. Effective modern eLearning usually does not entail reading page after page of a textbook or staring blankly at a teacher in a classroom.