Videobridge is about affordable, interactive group communication
possibilities by high quality video links - specifically for rural and
The VideoBridge project aims to realize permanently available cheap
group communication possibilities, preferably live and in both
directions with high quality video/audiostreams via the internet.
The term "videobridge" instead of "videoconferencing" signifies that
there is something happening at local scale, which we are simply
enhancing (or enabling) by a "bridge" (while a videoconference is
primarily an event in virtual space).
Die Teilnehmer lernen sich mit Hilfe der Online-Lernplattform kennen.
Vor einer Kursleiterfortbildung, sei es ein Seminar, eine Folge von
Einzelveranstaltungen oder eine onlinebasierte Aktion, gestaltet der
Moderator eine Galerie auf einem Server oder einer Kommunikations-
bzw. Lernplattform, die allen Teilnehmerinnen und Teilnehmern
Dort stellen die Moderatorinnen und Moderatoren sich persönlich vor
(am besten mit Foto) und teilen in der gebotenen Kürze all das mit,
was sie für wichtig halten (z. B. ihre Vorstellungen zur gemeinsamen
Arbeit, Organisationshinweise usw.)
Anschließend sammelt das Moderator Daten der Teilnehmer (Name, Fotos
und was sonst noch interessant sein könnte) und stellt dies in die
Galerie ein. Bei entsprechenden technischen Voraussetzungen machen das
die Teilnehmer selbst. Bei einer Direktphase (face-to-face) sollten
Fotos und Daten ausgedruckt oder als Wandbilder vorliegen. Die Daten
lassen sich später ergänzen. Neue Teilnehmer werden nach und nach in
die Teilnehmergalerie aufgenommen.
Benötigte Tools und Materialien
Beispiele und Links
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Das Verfahren erleichtert und beschleunigt die Kennenlernphase und
trägt dazu bei, dass die Teilnehmer bereits im Vorfeld auf die
Fortbildung und die Nutzung von Computer und Internet eingestimmt
A new way to engage students through social software – the
possibilities of Twitter as a tool for communication and reflection.
Each participant signs up on twitter.com with a username.
Depending on the purpose of using Twitter in class the facilitator
should make a hashtag # to label the course. It could be #ILS09 or
During the course you should ask the students for a number of tweets
for each lecture and tag it with the hashtag.
The result of using Twitter in educational settings is a back channel
for communication and reflection among students and teachers. Here
discussions can be facilitated and you can follow up on different
areas of interest.
It is important that you make at clear what the purpose of using
Twitter is and how many tweets you expect from each students to start
the process of making twitter a part of your teaching.
Laptops, internet connection and a Twitter account.
Currently I am co-teacher at course called ICT, learning and
collaboration where four students are participating and a remark from
that experience is that it is difficult to facilitate discussion. We
believe that there would be more activity on twitter - re-tweets,
direct messages etc. - if the student were a bit large.
It is also difficult to assess the activity in a qualitative manner
because you cannot control the structure and level of reflection on
Twitter. You have to require a number of tweets and that seems like
the only way to evaluate the student’s activity right now.
For this activity, participants form groups of three. They look for
similarities based on previously agreed upon criteria.
Three participants form a small group, they receive a large piece
of paper and three pens.
They draw a triangle. Near the corners they each write their name,
age and other identifiying information.
Then they draw commonalities which they have found during the
conversation next to the sides which connect two people (e.g. Joe
and Jane like to go snowboarding), or in the middle of the triange
in case the all have this feature in common.
After the assigned time has passed, each person is introducing
someone from his/her group to the whold group.
Eine abgewandelte Variante setze ich zu Beginn eines neuen Kurses ein,
um durch drei Standardfragen eine entspannte Lernatmosphäre zu
schaffen. Im "sudile"- Lernmanagementsystem verwende ich dafür auch
den Profileditor. -- Peter Koppatz
Based on the 6 Thinking Hats by Edward de Bono this activity helps
people see a problem from different angles with the idea to take a
good decision to solve a situation. Each hat is a different style of
The members of a group will wear at same time the same hat. All of
them will look at the problem from the same perspective.
Wearing the hats in turns, each member will give their opinion from
the thinking had perspective:
White hat: they will focus on the data available
Red hat: they will look at the decision using emotions. Trying to
guess how people will react emotionally.
Black hat: this is pessimistic thinking, why ideas might not work
Yellow hat: this is the optimistic point of view. At this time all
the participants will think about the possible benefits,
opportunities and value of the decision.
Green hat: this is the hat for creativity, all the creativity
solutions are welcome during this thinking time.
Blue hat: this is more related to control and planning.
The facilitator could bring the hat or he or she could ask
participants to build the hats in this case they will need materials
A general manager of a company has the idea to build a new building
for the office. The financial situation is good in the company and
they really need more space. So he could use the 6 Thinking Hats to
chose the best course of action.
Allow students to write test questions and model answers for specified
topics, in a format consistent with course exams. This will give
students the opportunity to evaluate the course topics, reflect on
what they understand, and what are good test items.
Make a rough tally of the questions your students propose and the
topics that they cover.
Evaluate the questions and use the goods ones as prompts for discussion.
You may also want to revise the questions and use them on the
The course SWOT gives the facilitator opportunity to get the essential
information about the course and the participants' feelings, attitudes
and opinions. Knowing this, the facilitator can improve his/her
materials and ensure the success of learners in the online course. The
activity can be useful whenever the facilitator wants to receive some
feedback on the course materials, activities, resources, assignments,
The facilitator sends emails with the information about the activity.
Learners are divided into groups of four.
Learners in each of the groups work together to identify Strengths,
Weaknesses, Opportunities, and Threats to their success in the
course (analyzing a chosen element of the course).
Each of the groups posts their SWOT analysis to the discussion forum.
The facilitator comments on the results of the activity and/or can
initiate discussion of all participants.
In a Subject Sampler learners are presented with a smaller number
(maybe half a dozen) of intriguing Web sites organized around a main
topic. They are asked to visit the sites and respond to information
found there. The selected sites can include photographs, art, music,
text, and a variety of other types of information. What makes this a
particularly effective way to engage students is that the teacher has
chosen Web sites themselves that offer something interesting to do,
read, or see about a given topic. Teachers can use a Subject Sampler
when they want students to feel connected to the topic, to get
emotionally involved in the topic, and to feel that the topic really
Teacher create list of Internet sites for students.
Students are asked to respond to the Web-based activities from a
personal perspective (their perspectives on topics, comparisons to
experiences they have had, personal interpretations of artworks or
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