Read about the virtues of St. Catherine Labouré in this month’s presentation in the Vincentian Year of Faith series; St. Catherine’s simple service as a nursing sister for over 40 years, especially her humility in keeping silent and not boasting of the fact that the Virgin Mary had appeared to her twice, giving her the design for the Miraculous Medal.
This month in our Year of Faith series, a new presentation on the life of St. John Gabriel Perboyre, CM, missioner to China and holy martyr. Read about his childhood in southern France, his vocation story, his journey to China, the persecutions and cruel tortures he faced during a year in a Chinese prison, and his unwavering faith.
Just in time for the Daughters of Charity Renovation of Vows, we present this third and final part of the interview with Sr. Elisabeth Charpy, DC. Listen as Sister describes some of the first Daughters of Charity; hear the stories of their varied backgrounds, their different personalities, their experiences, their legacy. Thank you to Sr. Louise Sullivan, DC for conducting and recording this interview.
One of the things that we are going to encounter as we engage in Systemic Change is working with diverse cultures. This presentation, called “One Cloth Many Threads”, talks about both unity and diversity.
Also this month: in our Vincentian Year of Faith series, we celebrate the faith of St. Joan Antida. View the new video on St. Joan and read her inspiring biography.
This month: in our Vincentian Year of Faith series, we celebrate the faith of St. Joan Antida. View the new video on St. Joan and read her inspiring biography.
Two new presentations on St. Louise, one on the evolution of her collaboration with St.Vincent; the other on her leadership style and abilities.
New animated short video for teaching the basic concept of Systemic Change.
New presentation for Lent: quotes from our founders and leaders, along with links to Vincentian almsgiving opportunities. Also this month: in our Vincentian Year of Faith series, we celebrate the faith of St. Francis Regis Clet.
New presentation for Lent: quotes from our founders and leaders, along with links to Vincentian almsgiving opportunities.
Also this month: in our Vincentian Year of Faith series, we celebrate the faith of St. Francis Regis Clet. View the new presentation based on “A Fresh Look at Francis Regis Clet” by Thomas Davitt, CM.
In celebration of her feast day, we offer this presentation about Bl. Rosalie Rendu, Bl. Frederic Ozanam, and the power of Vincentian collaboration, based on excerpts from “Unfolding the Legacy: Key Figures in the Tradition” by Betty Ann McNeil, DC.
New downloadable presentation on St. Elizabeth’s way of educating in the Vincentian tradition. Read more
Also featured: Continuing our Year of Faith series from a Vincentian perspective: this month highlights the faith of St. Elizabeth Ann Seton. Learn about her journey of faith and her practice of Catholicism in everyday life. Read more
The Design and Meaning of the Miraculous Medal (Nov. 27): Learn how the symbols on the front and back of the Miraculous Medal point to scripture and Church tradition.
The Message of St. Catherine Labouré (Nov. 28): The International JMV (Vincentian Marian Youth) produced this video in which Sr. Marìa A. Infante, DC reflects on the message of St. Catherine that is directed to us in the present era.
Foundation of the Company of the Daughters of Charity (Nov. 29): Browse our collection of over 25 featured resources related to the Daughters of Charity.
Read about Mother Xavier Ross and her little band of Sisters as they journey from Nashville, Tennessee to Leavenworth, Kansas.
Currently featuring the presentation Humility, a resource from our collection on the Vincentian Virtues, an illustrated adaptation of “The Spirituality of the Daughters of Charity” by Sr. Anne Prévost, DC.
Observe Pope Benedict XVI’s Year of Faith from a Vincentian perspective. Month 1: How St. Vincent Opens the Door of Faith for Us; The Power of the Vincentian Message for Evangelization Today; St. Vincent’s Truths of Faith, quotes from St. Vincent and more. Go to Door of Faith: St. Vincent de Paul. Each month we will feature a different Vincentian Saint, founder, or branch.
Also this month: on October 27 we celebrate the anniversary of the Sisters of Charity Federation.
You may have noticed that VinFormation has a new site layout and a new style! All of the old pages and features are still there, but they’ve been re-organized into easily browse-able categories. (For an example, check out this page which lists all presentations, video, audio, and games.)
Also, a new “Find” page offers many ways to quickly find what you’re looking for.
Take a peek at the difference and try it out for yourself! http://vinformation.famvin.org
A panel discussion held at Niagara University as part of a workshop on Catholic Social Teaching (CST) is now available on video. Panelists from the Vincentian Family share how CST is being applied in their respective ministries. Go to http://vinformation.famvin.org/cst-panel/ to view.
Ten Foundational Principles in the Social Teaching of the Church
by Robert P. Maloney, C.M.
Let me begin this article with an exam, a very easy one in fact. How many readers can name:
- the ten commandments?
- the eight beatitudes?
- the four cardinal virtues?
- the three theological virtues?
- the seven sacraments?
- the seven corporal works of mercy?
- the seven capital sins?
Just about everybody, at least with a little prodding of the memory. How many can [...]
Common Good – “’the sum total of social conditions which allow people, either as groups or as individuals, to reach their fulfillment more fully and more easily.’ The common good concerns the life of all. It calls for prudence from each, and even more from those who exercise authority.”
Distributive Justice – Distributive Justice “relates to the obligation of a government toward its citizens, by which the government regulates the burdens and benefits of societal life (e.g., a government is to tax its citizens fairly and to distribute those tax monies according to need).”
Previously broadcast web sessions, recorded and available for viewing on demand. Can combine video of the presentation along with any supporting materials used during the session, or blog discussions after the session.
- Boost retention
- Enable students to review complicated material repeatedly at their convenience
- Teach once and reach multiple audiences
Can be a recorded interview/guest appearance. If by phone/audio only, can present a photo of the speaker as they do on TV news broadcasts.
Guest interview – the instructor interviews a guest on a preselected topic.
Web pages usually include text and graphics and, when appropriate, are supplemented by audio, video, music, sound effects, and Flash objects. Can be used to enrich existing print-based instructional materials.
A variety of technologies provide faculty low-barrier-to-entrance techniques for improving the instructional effectiveness in the online environment. Vodcasts can be produced using an inexpensive digital recording device (Flipvideo), iMovie for editing and iTunesU for delivery.
- Demonstrates processes, procedures, and behaviors that can be difficult to describe
- Provides real world context
- Broadens the capacity to present information in rich format
- Offers a sensory rich experience
- Appeals to visual learners
- Motivates learners
Can be used as the sole means of content or as part of a blended approach. Often used to capture a real time event and is an effective distribution medium but does not support a synchronous interactive environment between the instructor and the remote student.
Tell stories that develop over time, historical themes
A simulation creates a realistic model of an actual situation or environment.
Good for understanding the interrelationships among components of a system or process. Simulations differ from games in that they test or use a model that depicts or mirrors some aspect of reality. Learning occurs by studying the effects of change on one or more factors of the model. Commonly used to test hypotheses about what happens in a system.
Documentary-style, audio drives the narrative, and photos are edited to fit the story. Transitions between photos are essential to a good presentation.
Screencasting and screen recording tools give you the possibility to capture videos of either the full area of your computer screen or alternatively of a specific area of your monitor. You can use all of your computer normal functions while screen recording and even record your own audio as you comment and highlight the tasks being carried out.
Also See “Webcasting” under Communication Tools
This is a link comparing many screencasting tools
Crossword and other puzzles can be geared to a more literary or well-read type of audience.
- Appeals to aural learners
- Stimulates mental conceptualization and learner imagination
- Humanizes and personalizes student-instructor interaction
- Adds credibility/authority to the presentation
- Provides audio cues
- Focuses student attention
- Effective use of learner’s time
Music and sound effects can be used to enhance podcasts.
Over 3,600 education-related podcasts exist in iTunes library.
Can be used as the sole means of content or as part of a blended approach.
Peer-to-peer podcasts: Students can create their own podcasts to share with classmates. For example, podcasts were used to teach fractions to sixth graders. Maximizing their creativity, the students created an audio file (or podcast) for the problem of the day to share with sixth-grade classes. The project was called “Let me tell you how to solve it.” Applies to adult learning as well.
A series of photos with text captions in slideshow format. Sometimes photos are the best way to tell a story.
A contrived, simplified version of an object or concept that encapsulates its significant features. Models can be made interactive if desired, thus requiring active participation by the students and promoting active learning experiences which are superior to passive modalities such as traditional lectures.
- Highly adaptable and flexible (depending on the skills and attitude of the person)
- Lecturer can have empathy
- Same content cannot be delivered every time (unless recorded)
- Highly dependent on the person’s ability to instruct
This strategy is used as an aid while a task is being performed, rather than memorizing a long list of facts or procedural steps. Examples of job aids would be: a diagram showing how to change a tire, step by step. A recipe from a cookbook. A list of questions to ask when conducting a home visit/interviewing a client or patient.
Job aids are recommended:
- When performance is infrequent
- When the situation is complex
- When the consequences for error are high
- When it becomes necessary to access vast or changing bodies of knowledge
- Where there is high turnover or task simplicity
Interactive maps – Who, what, where, can be used to show movement and change over time.
Example- using Google maps http://americanpast.richmond.edu/voting/interactive/ using Flash
Anticipate learners concerns or questions and provide short answers with a “Why?” button. Learner rolls over and additional info is revealed. Because there is rarely a live person to ask questions of, self-directed learning can leave users puzzled or curious.
Digital artwork/graphics enhance an online course.
- Provides visual cues
- Engages learners
Applying games to education is not a new idea. Playing is an inherent trait of human beings which is closely tied to the learning process. The basic claim for supporting the introduction of games into learning processes is that games, unlike more traditional educational situations, are fun to play. Technologies continue to bring up new possibilities for gaming environments.
Videogames allow the immersion of the student in richly recreated environments with a relatively low cost per student. Also, videogames support many educational approaches such as collaborating and/or competing within the game or, alternatively, simulating artificial peers in order to achieve similar results to collective playing in a cost-effective way. In short:
- Games are fun
- Games are immersive
- Games stimulate cooperation/competition
- Games provide innovative assessment mechanisms
Provide users with several nonlinear paths of traversing content through the use of cases, themes, and multiple perspectives. Explore an ill-structured (ill-defined) knowledge domain through multiple representations of the content. The Internet is an ideal medium for this, due to its hyperlinking feature and access to widespread resources that add richness to content.
PowerPoint, or similar programs such as Keynote, can be used as an aid to engage a class– if designed properly.
Simply speaking, the one universal application that runs across all mobile phones is voice. Some really inventive voice-based training modules can be developed and delivered on mobile phones. If linked to an automated voice system, learners can “call in” for some training. Examples: iPadio, Cellcast web site Think about the countries that have few computers, but everyone has a phone that handles voice so you have no problem reaching your target audience.
- Relatively inexpensive to produce and duplicate
- Can be produced quickly
- Require no equipment for use
- Eminently portable
- Can be annotated by learners to reflect their personal elaborations and emphases
- Requires the reading ability of the learner
- Changing content can be difficult
- When a very large, worldwide distribution is needed, distribution costs increase
- Quality printing can be expensive
- No interactions are built-in
Can be augmented through the use of a multimedia CD-ROM. Instructor feedback can be facilitated through the use of e-mail. Used extensively to support other media.
Mixing a photo gallery with audio clips for selected images. Allows for self-directed navigation.
- Easily duplicated
- Require specific device to listen
- Hard to modify the recordings once produced and distributed
Used to illustrate steps, stages, and phases (as of a system). Used to explain difficult concepts.
- Builds accurate mental models
- Represents relationships graphically (theories, cause/effect, etc.)
- Illustrates processes, flows, and structures
- Several learning channels (visual, auditory, tactile) are used
- Active participation in the teaching/learning process is maximized
- Allows for experimentation
- Engages the learner
- Allows for practice in controlled environment
- Provides feedback to learners
- Gives learner control and choice
- Facilitates learner reflection
In these games the player is the main character in a story, and drives it forward by speaking to other characters, finding objects, combining them in creative ways and solving riddles and puzzles. The game progresses through a storyline in which performing some actions unlocks some other potential interactions. Elements such as a slow pace, reflection, study of the environment, and problem-solving make point and click adventure games relevant from a pedagogical perspective (a clear bias for content instead of just plain action).
Provides groups with collaborative publishing and workspace. Used to enhance interaction in the online learning environment. As knowledge management systems, however, it is critical to understand their inherent issues (accuracy of information, bias, have potential to be accidentally edited or deleted).
Example activity: Have students read information on a given topic, locate five examples of that topic in practice on various web sites, and post that information on a Wiki.
Scheduled times when students may be online together to discuss a topic or hear a guest speaker. Similar to webcast, only interactive. Good for practicing group procedures or interpersonal tasks.
A form of blogging for which the medium is video. Entries are made regularly and often combine embedded video with supporting text, images, and other metadata. Examples: Yahoo! Videoblogging Group, many open source content management systems enable posting of video content, convergence of mobile phones with digital cameras allow publishing of video content to the Web almost as it is recorded.
Similar to discussion forum, only synchronous. Teacher can hold office hours, posted in advance, during specified periods in a chat room. Synchronous interaction is via typing or instant messaging. Students must meet at the same time to participate. Definitions: MUD = Multi-user Dialogue, MOO = MUD, Object-Oriented.
Simulated role portrayal can be facilitated in which instructors create a central theme, characters and artifacts. Students participate in this “chat room”. A scenario can be previously posted on web pages.
Games such as Jeopardy can be played in chat (instructor types a clue and the first student to answer wins). Other ideas: ask a small group of students to discuss the main points of a reading assignment. Meet on a weekly basis to make connections between theory and practice. How are concepts playing out in their daily work? What lessons have they learned?
Facebook’s group discussion boards and “Notes” feature on one’s profile page are great potential places for promoting conversation/discussion.
Group discussion boards vary. Some generate tons of comments, some a few and others remain “one post by one person” (i.e.,the author of the original post). One format would be to present a quote and an invitation to discussion.
Satellite e-learning utilizes IP (Internet Protocol) as the network layer and distribution technology. It allows for the live traditional classroom to be transmitted to a remote site while synchronous interactivity is supported by audio teleconferencing or student response systems integrating audio and keypad technology. Video streaming or large multimedia/web-based training modules (known as data casting) can be utilized at high bandwidths without the constraints of a terrestrial network.
The same power that brings television direct to our homes is being used in today’s conference rooms and classrooms. “Business Television” is a natural fit for organizations that do a lot of training. Advantages:
is its ability to reach a specific audience quickly and securely
Live video has the emotional punch and the real-time interaction the Internet can’t always deliver as easily
Instructional TV (ITV) is defined as a one-way, full motion video and audio transmission of classroom instruction through a telecommunications channel such as satellite, cable TV, or Instructional TV Fixed Service (ITFS), a dedicated 2.5GHz spectrum managed by the FCC and limited to educational programming only, usually transmitted via microwave towers. Synchronous, two-way audio is normally provided by a telephone carrier utilizing an audio bridge and normal phone service.
Weaknesses: requires the availability of a satellite broadcast infrastructure that includes the satellite receive sites (satellite downlinks) and some form of studio-classroom used to originate the class to be broadcast. Requires a significant capital outlay and annual recurring costs for satellite transmission and maintenance. Special training of the instructor is necessary, as is a staff to manage the studio and broadcast equipment.
Examples: U.S. Army Video tele-training (VTT SEN).
Instant polling can raise student awareness of course topics as well as collect opinions on trends, issues, and events.
- Facilitate discussion by polling students’ opinions and then discussing the reasons for their opinions.
- Collect immediate feedback about students’ understanding of lecture topics so confusion can be addressed quickly.
- Collect data on course topics or learning preferences throughout the cycle of a course.
- Use polls as quizzes. The statistics themselves provide feedback to student. Best used for questions designed to make students think, with no real correct answer.
AudioAssessment.com - an assessment tool for online courses. Faculty members first call a toll-free number and follow the instructions to “speak-in” a few “discussion questions.” Students then dial the toll-free number, enter an exam-specific authentication number, hear the exam question(s) and then speak their “oral exam” answers into the phone. Results are directly emailed or made available for download to the instructor. A gradeable rubric is available. A way to measure the degree to which a learner is conversant with the constructs being used in a course.
There are several types of lecture activities:
- The forum is an open discussion carried on by one or more resource people and an entire group. The moderator guides the discussion and the audience raises and discusses issues, make comments, offers information, or asks questions of the resource person(s) and each other. There are two variations of the forum: the panel and the symposium.
- The panel is usually a group of three to six people who sit in the presence of an audience and have a purposeful conversation on a topic in which they have specialized knowledge. Guided by a moderator, the panel is informal in nature, but allows for no audience participation.
- The symposium is a series of presentations given by two to five people different aspects of the same theme or closely related themes. Although the symposium is formal in nature, questions from the audience are encouraged following the presentations. An obvious benefit of the symposium is that it gives learners exposure to a variety of experts’ viewpoints and offers an opportunity for the audience to ask questions.
- Both synchronous and asynchronous communication can be utilized to support online learning forums.
- Allows for transfer of learning through mere declaration and explication of knowledge. Allows for reinforcement of behavior, spontaneous questioning, dialogue, and social interaction with immediate feedback.
If by phone/audio only, can display a photo of the speaker as they do on TV news broadcasts.
Guest interview – Similar to guest speaker only the instructor interviews the guest on a preselected topic
Use PowerPoint or other presentation:
- to cue and guide student small- or whole-group interactions from the procedures explained on the slides
- to present data or problems for student analysis and solution by means of slides
If simultaneous text chat is happening, may need a chat moderator because most instructors can’t present and respond to instant messages at the same time. The moderator either answers the questions or forwards very important questions and issues to the instructor immediately. Polls and Q&A may also be used during breaks.
Moderator takes participants to a series of websites via a shared browser window. A way of taking users through a website (a synchronized Web surf). For example, take students to a website and then have them individually research a topic or complete a survey.
Examples: Dimdim. Elluminate Live!
Students send attachments to the instructor via e-mail for grading and feedback.
Can also be used by the instructor for general communication, announcements, reminders.
Uses of a discussion forum:
- Students post responses and/or attachments to the class discussion board or blog, to share work and invite peer critiques.
- Post specific case-related scenarios and ask students to respond. Allows for asynchronous interaction and reflective thinking.
- Converted Q&A Sessions–Designate a topic on the discussion board for Q&A. Students can see responses and learn from and support each other instead of only the instructor.
- Expert panel discussions (asynchronous)
- Role playing: students can read and analyze a case, assume roles in the case, and role play to resolution.
Blogs can enhance students’ writing, editing and research skills as well as encourage in-class and out-of-class discussion. An excellent tool for reflection and sharing. Rich in potential for collaborations and confrontations as well as for serving as a hub in communities of knowledge.
An audio-only environment (telephone conference). Can be integrated with other delivery systems to provide synchronous audio.
Combination of audio conferencing with computer text and graphics, allowing both voice and data to be transmitted to remote sites. Provides two-way data exchange (limited to images & text only) and a synchronous interactive environment between the instructor and students at multiple sites.
Can be expensive (examples: Breeze, Elluminate, Netmeeting, Polycom).
Free Alternatives: Dimdim, and other screencasting tools.
Using audio feedback to replace text-based feedback in asynchronous courses. Although participants in online courses can build effective learning communities through text based communication alone (blogging, etc.), the inclusion of an auditory element strengthens both the sense of community and the instructor’s ability to affect more personalized communication with students. Advantages:
- Audio feedback can convey nuance
- Audio feedback is associated with feelings of increased involvement
- Audio feedback is associated with increased retention of content
- Audio feedback is associated with the perception that the instructor cares more about the student.
According to research, faculty feedback to students plays a significant role in student satisfaction and learning in distance education courses. Several free (or nearly-free) Web 2.0 tools can be used to provide audio/video feedback to students.
Example: Google Docs, Zoho.
Example activity: Peer editing– each student creates a table in Word with 3 columns–writer, editor and instructor. This can be used in any course where written assignments are critical.
Tag-based classification of Internet resources. A place for storing useful URLs, managed by the instructor or the learner (such as Furl or del.icio.us)
- Teaches students knowledge management skills
- Tagging is done by human beings, who understand the content of the resource, as opposed to software, which algorithmically attempts to determine the meaning of a resource.
- Can rank a resource based on how many times it has been bookmarked by users
- Useful as a way to access a consolidated set of bookmarks from various computers, organize large numbers of bookmarks, and share bookmarks with classmates.
Visual aids plus spoken audio, played over the internet. Reach out to a small or large group, with reduced travel, work interruption and downtime. Others view your presentation using any web browser. Advanced features could include:
- Secure confidential presentations for viewing by only authorized users
- Organize and categorize webcasts in online catalogs (presentation archive)
- Customize presentation content to make it accessible for all users (Section 508/People With Disabilities)
- Report on viewing activity to see who is watching what, when and for how long
- If lecturer is only available by phone/audio, present a photo of the speaker as they do on remote TV news broadcasts.
- Guest interview – the instructor interviews the guest on a preselected topic
- Simultaneous online discussion supports reflection, research, and the construction of knowledge
RSS feeds collect news headlines on a particular topic and send out updated headlines with summaries and a URL. Can also be used to connect the thoughts of learners, collecting text based data such as blog entries or daily news in one location.
Handheld devices (PDA, iPhone, Blackberry) have five characteristics that set them apart from desktop computers– portability, accessibility, mobility, adaptability, and affordability. Due to the special characteristics of these devices (such as their reduced computing power or the size of the display), some design considerations must be taken into account when creating applications. From an educational perspective, this allows the students to go one step closer the original e-learning motto, learning anytime and anywhere, because we are not limited by the availability of a connected desktop computer. One of the advantages given by this characteristic is supporting Just-In-Time Learning scenarios where the user can access the knowledge at the specific moment that it is required, in contrast with the classical way in which the concepts are acquired with the expectancy of eventually being used.
Rich presentations can be achieved using Flash Lite, the mobile version of the well-known application Adobe Flash, or other platforms for mobile devices.
- Rice University has an entire course on learning to speak Chinese, over the phone.
- Educational gaming for the iPhone
- Distribution of educational content to third world countries or in places where no internet connection (or maybe even electricity) is available. Some studies have been done about the use of video games over cell phones to teach languages and safety knowledge in India.
Create a Frequently Asked Questions (FAQ) area for students to use in locating self-help answers to questions. Allows the students to look for information first before emailing the instructor. As questions are asked over time and as answers are provided, a comprehensive FAQ will emerge.
An online space that allows students to send significantly longer responses for other students to view and critique.
Can be used at beginning of a course, or for group formation (“home” pages posted by the students that express their different backgrounds)
There is an e-portfolio tool called Digication for showcasing and assessing student coursework and for coaching students.
The online course schedule should list beginning dates and due dates for each module, the assigned reading, the assessment, and other activities.
Provide an online checklist for the student to use for tracking assignment completion. This should also be print ready. Saves numerous emails from students inquiring about due dates and pleas for deadline extensions.