In Part 1 of this series, Web 2.0 Digital Tools Selection Criteria, I shared a method for evaluating digital learning tools that may find their way into our online courses. In this continuation entry, I will demonstrate the method in action by discussing tools which I evaluated as part of my course work for Introduction to Online Presentation Tools. If you missed the last entry and want a quick catch up, the premise of the Web 2.0 Digital Tools Selection Criteria is to quickly evaluate proposed learning tools by measuring their user-friendliness against a thorough checklist which tests for: Accessibility,
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Before starting at NU in Aug 2013, I spent time in several behind-the-scenes industries including web project management, social media/search engine marketing, live audio visual production, and talent management. As an Instructional Technologist, I have the honor of supporting and collaborating with NU faculty across multiple disciplines to create learning-conducive online environments for their students.
If I could be anywhere other than here, I would be drinking coffee at the Cafe Imperial in Prague trying to figure out who would be next to receive a stale donut to the face, or I would be hiking a trail in the Andes mountains looking for the world’s best Yerba Mate. There’s so much of the planet I have yet to discover, and so little time.
My five favorite foods are Udon Noodles, just about any type of curry, Irish Mint Chocolate Cake, a warm corned beef reuben with dill pickle, and just about any variety of steamed or fried rice. Hold the mushrooms, raisins, and the shrimp, please.
Posts by: William Guth
Field Recording Tools: Based on A True Story It came to our attention recently that some faculty would like to record interviews with colleagues to include in their courses, a practice we highly encourage. As professional practitioners you have access to experts and colleagues with all types of experience who can add real world context and value to your course content simply by sharing a story. One such faculty was travelling on business and scheduled a meeting with a colleague who volunteered to give some real world context to important lessons in their course. As the meeting was somewhat impromptu,
As an Instructional Technologist, receiving a daily barrage of emails from education tech companies is the norm. Each email offers a set of digital tools promising to “improve” the way our faculty deliver their content and “boost” our students’ learning outcomes to new heights. With each new day, there’s an opportunity to discover new tools and figure out whether these companies are really trying, or totally lying. One type of instructional technology that is specifically important to the School of Professional Studies is online presentation tools, and our biggest challenge comes when we try to introduce new tools into the