7.22.2014

MS Word: Finding Words With a Particular Format

Did you know that you can find words with a particular format in Microsoft Word? It is possible. The following instructions are for MS Word Mac 2011. The steps should be similar to the Windows version.

To find words with particular formatting:

  1. Open the document.
  2. In the menu bar click Edit > Find > Advanced Find and Replace.
  3. In the Find section select Font from the "Format" drop-down.
  4. In the Font Style column click on Italic.
  5. Click OK.
  6. Click the Find Next button to cycle through all the words with the chosen format.
  7. Click OK when Word finishes searching the document.
Click the following link to see a demonstration of this: http://www.screencast.com/t/PF8YNLk1gf

5.30.2014

Moodle Gradebook Survey 2

On May 12, we posted about a survey Moodle's founder and creator, Martin Dougiamas, had posted inquiring about the Moodle grade book. He has taken the results of that survey and created a more specific query. The message from Martin Dougiamas is below:


Hi all,
Several weeks ago we ran a short Gradebook survey to gather some of your feedback in preparation for the Moodle Gradebook workshop in Long Beach, California on June 11-12.  Thank you to more than 600 of you who provided the group with some terrific rich data to work with.

The working group has distilled some of the key issues into a second survey with more specific targeted questions, and we would love to get responses from those of you working with the Moodle gradebook to help us further.
The survey is here:  Moodle Gradebook Enhancement Survey

Please spread this link around to Moodle teachers that you know!
Thanks for contributing to Moodle with your feedback!
Please take a moment to complete the survey. The more feedback we can provide the better the tool will be in the end.

Thanks!

5.24.2014

THATCamp Milwaukee

The instructional technology team had the opportunity to attend THATCamp Milwaukee this past weekend with Ellen Joyce. It was a wonderful time meeting and dialoging with peers. Below is a Storify archive of the Twitter stream from the conference.

5.20.2014

Converting VHS

We have updated our instructions for converting VHS to another format. Material may be captured from VHS and converted to another format as long as it is within the bounds of honoring copyright. Please honor copyright and make sure that your capture is a fair use.

We have equipment in the Innovation space located in the Library to assist you with this task. There are three software options available to you to capture and convert the VHS footage: iMovie/iDVD, Adobe Premiere Pro/Encore and Final Cut Pro. Please visit the link below to see the instructions for each platform.

http://tinyurl.com/convertVHS

5.16.2014

Blendkit 2014: Reaction to Chapter 2

Well, I am playing catch-up. This is my reaction to Chapter 2 for the Blendkit 2014 course. In summary, this chapter discusses some of the challenges related to teaching and learning in a blended environment, provides ideas for types of roles an instructor might take in a blended course and shares recommendations and examples about engaging with students in a blended course.

One of the main points that stuck out to me was the necessity for "high impact activities" and that it is through interaction in the activity(ies) with the instructor and peers that meaningful learning occurs. When I think back to the courses in which I learned the most, it was those in which I was able to work with peers and receive feedback/input from the instructor. One of the challenges in a blended learning environment is disconnection the learner may feel with the course, instructor and peers. Providing opportunities to interact with peers in a more informal manner, setting expectations for polite democratic discourse, providing summary of shared ideas and providing timely and pertinent feedback can help a learner to feel involved in a course.

Of the possible instructor roles the "studio or atelier learning" resonated most with me as a preferred teaching style. I do realize though that this is context/subject dependent. When I think about developing a course for digital storytelling or integrating tech, I think that this model would work. I see more of a flipped model where the learners interact with the theoretical materials outside of class and then we use the class time as workshop or lab time to work on creative projects and to discuss the materials and experiences that the learners are having as they work.

I thought that the recommendations toward the end of the chapter about helping learners feel engaged and motivated in the course were sound. They echo the experiences I have had in courses that have and have not employed them. I think too a key point is recognizing for what audience a student is writing/creating and providing opportunities for doing so for different audiences.