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Multimedia Projects
All material listed below is copyright of the author and AUC. Nothing may be used, quoted or reproduced without the explicit written permission from both the author and AUC.

For further information, email clt@aucegypt.edu

Examples of CLT projects developed include:

Promoting visual learning using interactive timelines

 

An interactive animated timeline was created using TimeMapper to represent events in their chronological and geographical dimensions in multiple ways using different multimedia such as images, videos, text and maps. The timeline helped students visualize the journey of the protagonists depicted in the book “In an Antique Land,” intertwining it with the historical events analyzed during the course.



Instructor: Soraya Altorki
Course: People and Cultures of the Middle East and North Africa
Department: Department of Anthropology
Semester: Fall 2014

 

Enhancing analysis using an annotation tool

 

Students’ explored and applied the theoretical knowledge of learning theories through the analysis of digital media, videos and pictures, to provide deeper understanding and examination of human development and learning theories. Mediathread, a multimedia analysis platform that allows easy annotation of videos and image, was used by students to develop/create their assignments, which covered areas of learners’ development and how it affects students’ progress, and the role that teachers and students take within a learning environment.  

 

Classroom assessment methods were conducted to collect the students’ feedback on the use of Mediathread to critically analyze and support one’s argument.


 

Instructor: Heba Eldeghaidy
Course: Human Development and Learning Theories
Program: Graduate School of Education
Semester: Fall 2014, Spring 2014, Fall 2013
 

An alternative LMS using Google Suite for a pilot blended course

 

An alternative course management system was developed using Google Suite, such as Google Site, groups, calendar, and drive, was chosen to structure a pilot blended course. The technology component was chosen to easily share resources, facilitate communication among students as well as build a community in an online environment.

 


Instructor: Stacie Rissmann-Joyce
Course: Foundations of Educational Leadership (EDL 501)
Program: Professional Educator Diploma
Semester: Spring 2014

Instructional blogging in a social psychology course

 

Instructional blogging was chosen to engage students with social psychological concepts, theories, and terms, and connect theoretical knowledge with their everyday life. Through their personal blog, students reflected on personal experiences within the framework of social psychology, using diverse media to support their argument.

CLT staff members supported the instructor in the design of the course assignments and rubrics that took into consideration the technology component. Quantitative and qualitative data were collected to assess the effects of the use of blogs on the students’ learning process. Overall, having a personal space where students could express their thoughts facilitated the process of contextualization of the theories related to the subject matter and the achievement of the course learning outcomes.



Instructor: Mariham Iskandar

Course: Social Psychology

Program: Department of Sociology, Anthropology, Psychology and Egyptology

Semester: Spring 2014; Fall 2013; Spring 2013

 

Extending cooperative learning into Wiki venues

 

In this project, cooperative learning strategies were combined with the use of a class Wiki. Groups of three to four students utilize the class Wiki, as well as group-specific Wikis, to organize, strategize, research, prepare and present background information. The Wiki extended the cooperative learning structures, allowing students to jointly create their own textbook, participate in building assessments and express connections between course content and the variety of cultural phenomenon encountered in their own lives.

 

A classroom action research through class observations was conducted to assess and improve the implementation of cooperative learning strategies as well as the possible learning benefits related to the technology component.

 


Instructor: Chelsea Green

Course: World Music

Program: Department of the Arts

Semester: Fall 2013; Spring 2013

Think, Reflect, Speak: A project using asynchronous web tool

The project aimed to explore the use of asynchronous video communication technology to increase teacher immediacy, students engagement and social presence in an online environment. Students were encouraged to extend their discussions on youth policy out of class using multimedia, visual images, and written and spoken text via VoiceThread.

A classroom action research was conducted to look into the contribution of VoiceThread in enhancing students engagement and collaboration out of class and its potential learning benefits through quantitative and qualitative data.




Instructor: Jennifer Skaggs
Course: Comparative Gender, Adolescent, Youth and Human Development Policy
Program: Graduate School of Education
Semester: Spring 2013

Enhancing self-assessment using e-learning modules


In this project interactive e-learning modules were created using Articulate software to facilitate the students’ learning process out of class. Learning modules can engage students with guided activities and tests that they can complete at their own pace and repeat multiple times, stimulating their critical thinking and providing formative and tailored feedback. The modules created for this course included the instructor’ voice narration, videos and questions that the students could reflect upon while studying the subject matter.


Instructor: Aziza Ellozy, Hoda Mostafa

Course: Scientific Thinking

Program: Freshman Program


Facilitating content creation and collaboration using a group wiki


A final course project was developed using a class wiki to facilitate and promote group collaboration outside of classroom. Students were responsible to create content covering different Middle Eastern provinces under the early Muslim dynasties looking at it from the political, economic, societal and cultural context. Quantitative data were collected to assess the impact of the wiki on students’ engagement and interaction.


Instructor: Amina El Bendary

Course: Birth of Muslim Community [ARIC 343]

Program: Department of History

Semester: Fall 2012