Podcast: How to Use iBooks Author in the Classroom

» 23 December 2012 » In Ed Tech, How To, Publishing » 1 Comment

My second podcast with Mark Hofer and David Carpenter for their series Ed Tech Co-Op was just posted. Go to Show 27: Peter Pappas and iBook Publishing (Dec 23, 2012) via Web | iTunes.

We focused on getting started with using iBooks Author (iBA) in the classroom. Here's a synopsis of our discussion with some time markers to guide your listening.

We began with some comments on my iBook Why We Fight: WWII and the Art of Public Persuasion (screenshot above from iBook Author). (1:30) Mark noted how the book exemplified three key elements of universal design for learning - multiple representations of content, active learning strategies for students, and relevance for the learner. (5:30)

We discussed how an iBook can be designed to guide students in examining essential questions. (7:17) David noted content-curation advantages of teacher-produced iBooks over other learning management systems. (11:02) Then our discussion turned to iBA workflow specifics. (12:42) We discussed how to guide students in producing their own iBooks (17:30) and how student can find a more authentic audience beyond the classroom by sharing their book with their community and the world via iTunes. (19:32).

iBooks author projects are more than writing. They offer students the chance to create video, audio and visual content used in the iBook. (21:07) They also exemplify the best aspects of project-based learning and put a premium on preplanning and production-oriented decisions (25:40)

For tech specifics on using iBA see my collection of "how-to's" - Publishing with iBooks Author 

My first podcast with Mark and David: Reflections on Teaching Strategies That Work.

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Podcast: Reflections on Teaching Strategies That Work

» 11 December 2012 » In Commentary, Ed Tech, Reflection, Teachers » No Comments

Microphone-featured

I had a great time recording a podcast with Mark Hofer and David Carpenter for their series Ed Tech Co-Op.

Mark led off by asking me to reflect back on my some of the driving themes in my career. I confessed that as a novice teacher, I mimicked my experience as a high school student and taught primarily via lecture mixed with an occasional “guess what the teacher is thinking” whole-group discussion.

But I recalled an “aha” moment after repeated visits to the art class in the classroom next door. I realized that if the art teacher taught art, the way I taught history, his students would be sitting there watching him paint.

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