Browse by Goal: Differentiate

Help students compare and contrast two or more information resources or concepts in order to make effective research decisions. “Differentiate” falls within the “analysis” and “valuing” categories in Bloom’s Cognitive and Affective Domains, respectively. It is a type of “integration” in Fink’s Taxonomy of Significant learning, and is emphasized in standard 1 (and to some extent, standard 3) of the Information Literacy Competency Standards. See “Browse by Goal” for more information.

CHOOSE-YOUR-OWN-ADVENTURE MOVIE

A short, interactive movie created for research instruction, outreach, or orientation. To build your own, see HELPFUL TIPS, below.
Example: The full movie and accompanying credits are also available.


Type:
Video, Classroom Response System

Learning Goals: Especially recommended to help students interact with the learning material, give feedback, value or get excited about featured content, identify or differentiate between information resources, strategize approaches to research (such as critical evaluation, etc.), among other things. Caveat: Use judiciously; this approach requires that students will be motivated to watch an interactive, nonlinear, moving presentation. It may also consume class time.

Estimated Production Time:  2-3 months

Recommended Software: iMovie, Windows Movie Maker, Sony Vegas, or Final Cut, combined with Flash and/or DVD technology. Note: Hardware also recommended (clickers); contact Daniel Jamous (jamous@fas.harvard.edu) at ATG to borrow for use in Lamont B-30, where TurningPoint is already installed.

Publication Options: click to view

Experts, Consultants, & Collaborators: Michael Hemment, Paul Worster, Ramona Islam, Peter Reuell (For suggestions or questions from other colleagues, check for Comments at the bottom of this box, or add your own.)

  HELPFUL TIPS:

MOVIE

A short movie created for research instruction, outreach, or orientation. To build your own, see HELPFUL TIPS, below.
Example:


Type:
Video

Learning Goals: Especially recommended to help students value or get excited about featured content, identify or differentiate between information resources, strategize approaches to research (such as critical evaluation, etc.), among other things. Caveat: Use judiciously; this approach requires that students will be motivated to watch a linear, moving presentation.

Estimated Production Time:  3-4 weeks

Recommended Software: iMovie, Windows Movie Maker, Sony Vegas, or Final Cut

Publication Options: click to view

Experts, Consultants, & Collaborators: Michael Hemment, Paul Worster, Ramona Islam, Peter Reuell (For suggestions or questions from other colleagues, check for Comments at the bottom of this box, or add your own.)

  HELPFUL TIPS:

PERSONAL RESPONSE CLICKERS & LEARNING CATALYTICS

A useful tool for anonymously polling students and presenting their feedback to your questions during class. To build your own, see HELPFUL TIPS, below.
Example:


Type:
Classroom Response System

Learning Goals: Especially recommended to help students analyze and critically evaluate information or differentiate between types of information, give feedback, and interact with content and the ideas of their peers. Used properly, it may help students to get excited about the class.

Estimated Production Time:  3-4 hours

Recommended Software: Learning Catalytics (now aquired by Pearson) or TurningPoint (free download, for polling with handheld clickers, which you may borrow from Lamont B-30 or from ATG), or TurningPoint AnyWhere (free download, for polling via the Internet). See manuals. Lamont B-30 is already equipped with TurningPoint software on both Instructor PCs.

Publication Options: N/A

Experts, Consultants, & Collaborators: Daniel Jamous, ATG and Ramona Islam, HCL.

  HELPFUL TIPS:

SCREENCAST TUTORIAL

A screencast video created for research instruction, outreach, or orientation. To build your own, see HELPFUL TIPS, below.
Example:


Type:
Video, Screencast

Learning Goals: Especially recommended to help students follow a model demonstrating how to do something on a screen, identify or differrentiate between information resources, or strategize approaches to research, among other things. Caveat: Use judiciously; this approach requires that students will be motivated to watch a linear, moving presentation.

Estimated Production Time:  7-11+ hours

Recommended Software: for screen recording - Camtasia or Screenflow; for editing - same, Windows Movie Maker, iMovie, Sony Vegas, or Final Cut

Publication Options: click to view

Experts, Consultants, & Collaborators: Michael Hemment, Paul Worster, Ramona Islam (For suggestions or questions from other colleagues, check for Comments at the bottom of this box, or add your own.)

  HELPFUL TIPS:

SCREENCAST WITH VIDEO OR STILL CAMERA FOOTAGE

A screencast, incorporating movie camera footage, created for research instruction, outreach, or orientation. To build your own, see HELPFUL TIPS, below.
Example:

 


Type:
Video, Screencast

Learning Goals: Especially recommended to help students follow a model demonstrating how to do something on a screen, value featured content, identify or differrentiate between information resources, or strategize approaches to research. Caveat: Use judiciously; this approach requires that students will be motivated to watch a linear, moving presentation.

Estimated Production Time:  1 month+

Recommended Software: for screen recording - Camtasia or Screenflow; for editing - same, Windows Movie Maker, iMovie, Sony Vegas, or Final Cut

Publication Options: click to view

Experts, Consultants, & Collaborators: Michael Hemment, Paul Worster, Peter Reuell, Ramona Islam (For suggestions or questions from other colleagues, check for Comments at the bottom of this box, or add your own.)

  HELPFUL TIPS: