TechWorkshop.HomePage History
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At least five opportunities:
At least six opportunities:
Henry Jenkins' book Convergence Culture.
- attending to cultural contexts (YouTube, Facebook, Racialicious)
- attending to cultural contexts (Racialicious, YouTube, Facebook)
- support for multiple intelligences (Almond Springs, Share My World)
Papers and other written support:
- support for multiple intelligences (DailyShow clips, Almond Springs, Share My World)
Papers and other support:
The powerpoint presentation that I used today.
Wabash Journal Teaching Theology and Religion special issue on technology (abstracts only online)
My book (Engaging technology in theological education)
- insight into student learning (CMS, blogs, Danish caricature wiki, example)
- insight into student learning (CMS, blogs, Danish caricature wiki)
- support for multiple intelligences (Almond Springs,
- support for multiple intelligences (Almond Springs, Share My World)
- attending to cultural contexts (YouTube, Facebook,
- attending to cultural contexts (YouTube, Facebook, Racialicious)
This website is intended to be a resource site and playground. It was begun by Mary Hess for use in an HTI workshop, but continues to grow as people contribute to it.
This website is intended to be a resource site and playground. It was begun by Mary Hess for use in an HTI workshop, but continues to grow as people contribute to it. Please be aware that any links found within this website have been contextualized within specific workshops, and are not necessarily being endorsed here.
- attending to cultural contexts (YouTube,
- attending to cultural contexts (YouTube, Facebook,
- overcoming geography and time (Latin America, ALN,
- attending to cultural contexts YouTube,
- support for multiple intelligences Almond Springs,
- overcoming geography and time (Latin America, ALN)
- attending to cultural contexts (YouTube,
- support for multiple intelligences (Almond Springs,
- attending to cultural contexts
- attending to cultural contexts YouTube,
- support for multiple intelligences
- support for multiple intelligences Almond Springs,
- overcoming geography and time (Latin America,
- overcoming geography and time (Latin America, ALN,
- access to primary sources (Pitts Archive, War posters)
- access to primary sources (Pitts Archive, War posters, JPP)
- insight into student learning (CMS, blogs, wikis, example)
- insight into student learning (CMS, blogs, Danish caricature wiki, example)
- access to primary sources (Pitts Archive,
- access to primary sources (Pitts Archive, War posters)
- access to primary sources
- access to primary sources (Pitts Archive,
- overcoming geography and time
- overcoming geography and time (Latin America,
- insight into student learning (CMS, blogs, wikis, IM, example)
- insight into student learning (CMS, blogs, wikis, example)
- insight into student learning (CMS, blogs, wikis, IM, example)
- insight into student learning (CMS, blogs, wikis, IM, example)
- insight into student learning (CMS, blogs, wikis, IM, example)
- insight into student learning (CMS, blogs, wikis, IM, example)
- insight into student learning (CMS, blogs, wikis, IM, example)
- insight into student learning (CMS, blogs, wikis, IM, example)
- supporting collaborative and participatory processes (exegesis, debates
- insight into student learning
- supporting collaborative and participatory processes (exegesis, debates)
- insight into student learning (CMS, blogs, wikis, IM, example)
- supporting collaborative and participatory processes (http://www.readnew.net/, http://www.luthersem.edu/mhess/carg_04/debate.htm
- supporting collaborative and participatory processes (exegesis, debates
- supporting collaborative and participatory processes (http://www.readnew.net/
- supporting collaborative and participatory processes (http://www.readnew.net/, http://www.luthersem.edu/mhess/carg_04/debate.htm
- supporting collaborative and participatory processes
- supporting collaborative and participatory processes (http://www.readnew.net/
AAR student workshop
At least five opportunities:
- supporting collaborative and participatory processes
- insight into student learning
- access to primary sources
- overcoming geography and time
- attending to cultural contexts
- support for multiple intelligences
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, using a wiki to resource specific issues, and encouraging embodied reflection. There are other examples available as well.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, using a wiki to resource specific issues, and encouraging embodied reflection. There are other examples available as well.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection. There are other examples available as well.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, using a wiki to resource specific issues, and encouraging embodied reflection. There are other examples available as well.
The special issue of the journal Theological Education that focused on technology.
The special issue of the journal Theological Education that focused on technology.
The white paper on new media literacies written by Henry Jenkins.
The |http://www.ats.edu/projects/TE41-1Articles.asp special issue of the journal Theological Education that focused on technology.
The special issue of the journal Theological Education that focused on technology.
Papers and other written support:
The |http://www.ats.edu/projects/TE41-1Articles.asp special issue of the journal Theological Education that focused on technology.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection. There are other examples available as well.
Welcome to the website for the July 2006 workshop on teaching and technology sponsored by the Hispanic Theological Initiative. This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
Tentative Schedule:
9:45 to 10:00 am: Introductions
10:00 to 11:00 am: Basic issues
11:00 to 12:00 pm: Adaptive vs. technical responses
12:00 to 2:00 pm: Lunch break
2:00 to 2:30 pm: Turning research into teaching
2:30 to 3:30 pm: Wikis, blogs, podcasting
3:30 to 4:30 pm: Wrap up and follow-up
This website is intended to be a resource site and playground. It was begun by Mary Hess for use in an HTI workshop, but continues to grow as people contribute to it.
11:0-12:00 pm: Adaptive vs. technical responses
11:00 to 12:00 pm: Adaptive vs. technical responses
12:00 – 2:00: Lunch break
12:00 to 2:00 pm: Lunch break
2:00 pm to 2:30 pm: Turning research into teaching
2:00 to 2:30 pm: Turning research into teaching
2:30 pm to 3:30 pm: Wikis, blogs, podcasting
2:30 to 3:30 pm: Wikis, blogs, podcasting
3:30 pm to 4:30 pm: Wrap up and follow-up
3:30 to 4:30 pm: Wrap up and follow-up
Welcome to the website for the July 2006 workshop on teaching and technology sponsored by the Hispanic Theological Initiative. This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
Welcome to the website for the July 2006 workshop on teaching and technology sponsored by the Hispanic Theological Initiative. This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
http://www.luthersem.edu/mhess/smalldrop.jpg %%
http://www.luthersem.edu/mhess/smalldrop.jpg %%
http://www.luthersem.edu/mhess/smalldrop.jpg %%
What are some of your experiences, good and bad, with teaching and technology?
An exercise about reality-making
A teaching paradigm shift, rubrics for understanding, resources and ideas
Take time for a restful lunch, and relaxation
Sharing your assignments and what we can learn from them
Knowledge as social construction, how do we make this come alive in theological and religious studies classrooms?
For example,
Learning and Teaching in a Tech-infused World
Teaching and Technology
Welcome to the website for the March 2006 regional SBL workshop on "Learning and teaching in a tech-infused world." This workshop will take place on Friday, March 31 from 9:30 am to 1:00 pm in NW230 on Luther's campus. This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
Welcome to the website for the July 2006 workshop on teaching and technology sponsored by the Hispanic Theological Initiative. This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
10:00 – 10:55: Problems with existing teaching and learning practices
What do you think needs to be changed? Can technology be used to implement the desired change?
For example:
- Collaborative work is increasingly difficult to schedule
- Commuters have less connection with the institutions they attend
10:55: Break
11:05-12:00: New opportunities
What can be done that couldn’t be done before (at least not readily)? What difference would it make?
9:45 to 10:00 am: Introductions
What are some of your experiences, good and bad, with teaching and technology?
10:00 to 11:00 am: Basic issues
An exercise about reality-making
11:0-12:00 pm: Adaptive vs. technical responses
A teaching paradigm shift, rubrics for understanding, resources and ideas
- New collaborative space is digitally available (e.g., blogs, wikis)
- Book reviews can be published on Amazon
12:00 – 1:00: Fully online (and lunch)
Which learners might want or need your assistance but cannot come to your classroom?
For example,
- Students who are embedded in existing ministries
- Students who cannot afford to relocate
12:00 – 2:00: Lunch break
Take time for a restful lunch, and relaxation
2:00 pm to 2:30 pm: Turning research into teaching
Sharing your assignments and what we can learn from them
2:30 pm to 3:30 pm: Wikis, blogs, podcasting
Knowledge as social construction, how do we make this come alive in theological and religious studies classrooms?
3:30 pm to 4:30 pm: Wrap up and follow-up
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: constructing debates, building scavenger hunts, designing problems, writing fictional touchstone churches, requiring small group collaboration, and encouraging embodied reflection.
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): e-mail listservs, course management systems, weblogs, instant messaging, presentation software, wikis, digital sound, digital video, e-portfolios.
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): e-mail listservs, course management systems, weblogs, instant messaging, presentation software, wikis, digital sound, digital video, e-portfolios.
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): e-mail listservs, course management systems, weblogs, instant messaging, presentation software, wikis, digital sound, digital video, e-portfolios.
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): e-mail listservs, course management systems, weblogs, instant messaging, presentation software, wikis, digital sound, digital video, e-portfolios.
9:30 – 10:45: Problems with existing teaching and learning practices
10:00 – 10:55: Problems with existing teaching and learning practices
10:45: Break
11:00-12:00: New opportunities
10:55: Break
11:05-12:00: New opportunities
• Collaborative work is increasingly difficult to schedule
• Commuters have less connection with the institutions they attend
- Collaborative work is increasingly difficult to schedule
- Commuters have less connection with the institutions they attend
• New collaborative space is digitally available (e.g., blogs, wikis)
• Book reviews can be published on Amazon
- New collaborative space is digitally available (e.g., blogs, wikis)
- Book reviews can be published on Amazon
•Students who are embedded in existing ministries
•Students who cannot afford to relocate
- Students who are embedded in existing ministries
- Students who cannot afford to relocate
Tentative Schedule:
9:30 – 10:45: Problems with existing teaching and learning practices
What do you think needs to be changed? Can technology be used to implement the desired change?
For example:
• Collaborative work is increasingly difficult to schedule
• Commuters have less connection with the institutions they attend
10:45: Break
11:00-12:00: New opportunities
What can be done that couldn’t be done before (at least not readily)? What difference would it make?
For example,
• New collaborative space is digitally available (e.g., blogs, wikis)
• Book reviews can be published on Amazon
12:00 – 1:00: Fully online (and lunch)
Which learners might want or need your assistance but cannot come to your classroom?
For example,
•Students who are embedded in existing ministries
•Students who cannot afford to relocate
Welcome to the website for the March 2006 regional SBL workshop on "Learning and teaching in a tech-infused world." This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
Welcome to the website for the March 2006 regional SBL workshop on "Learning and teaching in a tech-infused world." This workshop will take place on Friday, March 31 from 9:30 am to 1:00 pm in NW230 on Luther's campus. This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
Engaging Technology in Teaching
Learning and Teaching in a Tech-infused World
Welcome to the website for the workshop "Using technological resources in teaching," sponsored by the Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
Welcome to the website for the March 2006 regional SBL workshop on "Learning and teaching in a tech-infused world." This website is intended to be a resource site and playground. It was begun by Mary Hess, but continues to grow as people contribute to it.
Technological Resources Workshop
Engaging Technology in Teaching
(:title Tech Workshop :)
boring questions:
Essential questions:
Essential questions:
boring questions:
What are we trying to do in terms of teaching and learning?How can technological resources assist us in meeting these goals?
What are we trying to do in terms of teaching and learning?
How can technological resources assist us in meeting these goals?
What are we trying to do in terms of teaching and learning?
How can technological resources assist us in meeting these goals?
What are we trying to do in terms of teaching and learning?How can technological resources assist us in meeting these goals?
Welcome to the website for the workshops "Using technological resources in teaching," sponsored by the http://www.htiprogram.org/ Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground for doctoral students considering ways to deepen and expand their teaching/learning outcomes by engaging various electronic technologies. It was begun by http://www.religioused.org/ Mary Hess, but continues to grow as people contribute to it.
Welcome to the website for the workshop "Using technological resources in teaching," sponsored by the http://www.htiprogram.org/ Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground. It was begun by http://www.religioused.org/ Mary Hess, but continues to grow as people contribute to it.
Technological Resources Workshop
Technological Resources Workshop
Welcome to the website for the workshops "Using technological resources in teaching," sponsored by the http://www.htiprogram.org/ Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground for doctoral students considering ways to deepen and expand their teaching/learning outcomes by engaging various electronic technologies. It was begun by http://www.luthersem.edu/mhess/ Mary Hess, but continues to grow as people contribute to it.
Welcome to the website for the workshops "Using technological resources in teaching," sponsored by the http://www.htiprogram.org/ Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground for doctoral students considering ways to deepen and expand their teaching/learning outcomes by engaging various electronic technologies. It was begun by http://www.religioused.org/ Mary Hess, but continues to grow as people contribute to it.
Welcome to the website for the workshops "Using technological resources in teaching," sponsored by the http://www.htiprogram.org/ Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground for doctoral students considering ways to deepen and expand their teaching/learning outcomes by engaging various electronic technologies.
Welcome to the website for the workshops "Using technological resources in teaching," sponsored by the http://www.htiprogram.org/ Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground for doctoral students considering ways to deepen and expand their teaching/learning outcomes by engaging various electronic technologies. It was begun by http://www.luthersem.edu/mhess/ Mary Hess, but continues to grow as people contribute to it.
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): http://www.techsoup.org/howto/articlepage.cfm?ArticleId=147&topicid=5 e-mail listservs, http://www.mcli.dist.maricopa.edu/ocotillo/courseware/compare.html course management systems, http://www.luthersem.edu/mhess/weblogs.html weblogs, http://teachingwiki.org/ow.asp?InstantMessaging instant messaging, http://www.pitt.edu/~ciddeweb/FACULTY-DEVELOPMENT/FDS/Presentation/ presentation software, http://en.wikipedia.org/wiki/Wiki Wikis, http://www.yorku.ca/facs-mm/stuff/MMmedia/sound/default.html digital sound, http://www.sheffcol.ac.uk/links/Film/Showroom/Digital_Video_Production/ digital video, http://webcenter1.aahe.org/electronicportfolios/TOC.html e-portfolios.
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): http://www.techsoup.org/howto/articlepage.cfm?ArticleId=147&topicid=5 e-mail listservs, http://www.mcli.dist.maricopa.edu/ocotillo/courseware/compare.html course management systems, http://www.luthersem.edu/mhess/weblogs.html weblogs, http://teachingwiki.org/ow.asp?InstantMessaging instant messaging, http://www.pitt.edu/~ciddeweb/FACULTY-DEVELOPMENT/FDS/Presentation/ presentation software, http://en.wikipedia.org/wiki/Wiki wikis, http://www.yorku.ca/facs-mm/stuff/MMmedia/sound/default.html digital sound, http://www.sheffcol.ac.uk/links/Film/Showroom/Digital_Video_Production/ digital video, http://webcenter1.aahe.org/electronicportfolios/TOC.html e-portfolios.
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): http://www.techsoup.org/howto/articlepage.cfm?ArticleId=147&topicid=5 e-mail listservs, http://www.mcli.dist.maricopa.edu/ocotillo/courseware/compare.html course management systems, http://www.luthersem.edu/mhess/weblogs.html weblogs, http://teachingwiki.org/ow.asp?InstantMessaging instant messaging, http://www.pitt.edu/~ciddeweb/FACULTY-DEVELOPMENT/FDS/Presentation/ presentation software, http://www.yorku.ca/facs-mm/stuff/MMmedia/sound/default.html digital sound, http://www.sheffcol.ac.uk/links/Film/Showroom/Digital_Video_Production/ digital video, http://webcenter1.aahe.org/electronicportfolios/TOC.html e-portfolios.
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): http://www.techsoup.org/howto/articlepage.cfm?ArticleId=147&topicid=5 e-mail listservs, http://www.mcli.dist.maricopa.edu/ocotillo/courseware/compare.html course management systems, http://www.luthersem.edu/mhess/weblogs.html weblogs, http://teachingwiki.org/ow.asp?InstantMessaging instant messaging, http://www.pitt.edu/~ciddeweb/FACULTY-DEVELOPMENT/FDS/Presentation/ presentation software, http://en.wikipedia.org/wiki/Wiki Wikis, http://www.yorku.ca/facs-mm/stuff/MMmedia/sound/default.html digital sound, http://www.sheffcol.ac.uk/links/Film/Showroom/Digital_Video_Production/ digital video, http://webcenter1.aahe.org/electronicportfolios/TOC.html e-portfolios.
Why are we here?!
Why are we here?!
What are we trying to do in terms of teaching and learning? (pedagogy)
What are we trying to do in terms of teaching and learning?
How can technological resources assist us in meeting these goals? (technology)
How can technological resources assist us in meeting these goals?
What kinds of institutional support are necessary for meeting teaching and learning goals? (institutional support )
What kinds of institutional support are necessary for meeting teaching and learning goals?
What other kinds of resources can support progress toward these goals? (resources)
What other kinds of resources can support progress toward these goals?
Our experiments:
Room for playing:
Our shared questions:
Essential questions:
Other people have created websites that encourage public participation, such as the http://www.sharemyworld.net/ ShareMyWorld site, or the http://www.nyu.edu/fas/projects/vcb/case_911_FLASHcontent.html Virtual Casebook Project.
Other people have created websites that encourage public participation, such as the http://www.sharemyworld.net/ ShareMyWorld site, or the http://www.nyu.edu/fas/projects/vcb/case_911_FLASHcontent.html Virtual Casebook Project. Some have created CD-ROMs that bring a multitude of resources into easy reach, such as http://www.jmcommunications.com/english/beyondborders.html Beyond Borders, or http://www.mediatedspirit.com/ The Mediated Spirit.
http://wiki.religioused.org/TechWorkshop/ResourcesForDoctoralStudents Resources For Doctoral Students
{{Resources For Doctoral Students}}
http://wiki.religioused.org/TechWorkshop/GoodTeachingLinks Good Teaching Links
{{Good Teaching Links}}
http://wiki.religioused.org/TechWorkshop/JustPlaying Just Playing
{{Just Playing}}
ResourcesForDoctoralStudents?
http://wiki.religioused.org/TechWorkshop/ResourcesForDoctoralStudents Resources For Doctoral Students
GoodTeachingLinks?
http://wiki.religioused.org/TechWorkshop/GoodTeachingLinks Good Teaching Links
JustPlaying?
http://wiki.religioused.org/TechWorkshop/JustPlaying Just Playing
Other people have created websites that encourage public participation, such as the http://www.sharemyworld.net/ ShareMyWorld site, or the http://www.nyu.edu/fas/projects/vcb/case_911_FLASHcontent.html Virtual Casebook Project.
Other people have created websites that encourage public participation, such as the http://www.sharemyworld.net/ ShareMyWorld site, or the http://www.nyu.edu/fas/projects/vcb/case_911_FLASHcontent.html Virtual Casebook Project.
Our experiments:
ResourcesForDoctoralStudents?
GoodTeachingLinks?
JustPlaying?
Welcome to the website for the workshops "Using technological resources in teaching," sponsored by the Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground for doctoral students considering ways to deepen and expand their teaching/learning outcomes by engaging various electronic technologies.
Welcome to the website for the workshops "Using technological resources in teaching," sponsored by the http://www.htiprogram.org/ Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground for doctoral students considering ways to deepen and expand their teaching/learning outcomes by engaging various electronic technologies.
Describe HomePage here.
Technological Resources Workshop
Welcome to the website for the workshops "Using technological resources in teaching," sponsored by the Hispanic Theological Initiative in July of 2004. This website is intended to be a resource site and playground for doctoral students considering ways to deepen and expand their teaching/learning outcomes by engaging various electronic technologies.
Our shared questions:
What are we trying to do in terms of teaching and learning? (pedagogy)
How can technological resources assist us in meeting these goals? (technology)
What kinds of institutional support are necessary for meeting teaching and learning goals? (institutional support )
What other kinds of resources can support progress toward these goals? (resources)
A few specifics:
There are many electronic tools available to use in supporting your desired learning outcomes. Some examples include (but are not limited to): http://www.techsoup.org/howto/articlepage.cfm?ArticleId=147&topicid=5 e-mail listservs, http://www.mcli.dist.maricopa.edu/ocotillo/courseware/compare.html course management systems, http://www.luthersem.edu/mhess/weblogs.html weblogs, http://teachingwiki.org/ow.asp?InstantMessaging instant messaging, http://www.pitt.edu/~ciddeweb/FACULTY-DEVELOPMENT/FDS/Presentation/ presentation software, http://www.yorku.ca/facs-mm/stuff/MMmedia/sound/default.html digital sound, http://www.sheffcol.ac.uk/links/Film/Showroom/Digital_Video_Production/ digital video, http://webcenter1.aahe.org/electronicportfolios/TOC.html e-portfolios.
Faculty around the country have been experimenting with these tools in various ways in their courses, to support specific learning outcomes. Examples include: http://www.luthersem.edu/mhinkle/CARG_02/debate.htm constructing debates, http://www.luthersem.edu/mhinkle/CARG_02/hunt.htm building scavenger hunts, http://www.intothenewtestament.org/ designing problems, http://www.christianleaders.org/Almond_Springs/index.htm writing fictional touchstone churches, http://www.luthersem.edu/mhess/ce1515/media.html requiring small group collaboration, and http://www.luthersem.edu/mhess/ce1515/posture.html encouraging embodied reflection.
Other people have created websites that encourage public participation, such as the http://www.sharemyworld.net/ ShareMyWorld site, or the http://www.nyu.edu/fas/projects/vcb/case_911_FLASHcontent.html Virtual Casebook Project.
