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Transcript of the Oral History of Laura Stark Rainey (GBIA 035)
Subject
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Oral history interview with Laura Stark Rainey, Western Shoshone from Ely, NV
GBIA 035
Description
An account of the resource
Laura Rainey of Ely, NV discusses wild plants, climatic changes, and growing up in rural Nevada at Cave Lake State Park, as well as her work in surveying, design, and underwater mining. Interviewed by Norm Cavanaugh, 28 May 2014, at Cave Lake State Park, NV
Creator
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Great Basin Indian Archive, in partnership with Barrick Gold of North America
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Great Basin Indian Archive - Western Shoshone Oral Histories - GBIA 035
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Great Basin Indian Archive
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28 May 2014
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Norm Cavanaugh (interviewer); Scott A. Gavorsky (GBC Virtual Humanities Center)
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Great Basin Indian Archive
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<a href="/omeka/admin/items/show/78">Oral History - Laura Stark Rainey</a>
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.pdf file; 16 pages
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English
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Text
Laura
Rainey
Great
Basin
Indian
Archive
GBIA
035
Oral
History
Interview
by
Norm
Cavanaugh
May
28,
2014
Cave
Lake
State
Park,
NV
Great
Basin
College
•
Great
Basin
Indian
Archives
1500
College
Parkway
Elko,
Nevada
89801
hCp://www.gbcnv.edu/gbia/
775.738.8493
Produced
in
partnership
with
Barrick
Gold
of
North
America
�GBIA 035
Interviewee: Laura Stark Rainey
Interviewer: Norm Cavanaugh
Date: May 28, 2014
R:
Good morning. My name is Laura Stark Rainey. I’m from the Ely Shoshone Tribe in Ely,
Nevada. We’re of the Western Shoshone Nation. Today we’re going to be filming in the
Cave Lake State Park area, which is just outside Ely. My family and I used to come here
when I was young. We’d come fishing, rabbit hunting, gathering berries—sour
squawbush, currants, chokecherries, elderberries—and everything to last through the
winter. We also gathered pinenuts up in the mountains here, which we gathered every
year. This area is very rich. This year, it’s a little dry. [Laughter] We’ve had a drought for
several years. But it still looks pretty good here in the spring. This is the Steptoe Creek, it
feeds the Cave Lake. And there’s a lot of good fishing here, still. And it’s just beautiful
weather. We used to get some watercress along the streams. I don’t know if there’s any
today, we’ll see if we can find some. But the fishing is always good. And the willows are
just starting to leaf out, although it’s the end of May, it’s a little slow coming around this
year. But it’s a wonderful area, and it’s good to get out, away from town, and be amongst
the wild America again. We love it here. I bring my grandson out here fishing, and he
always has a grand time. Of course, most of the time I beat him! [Laughter] But we
always catch our limit. It’s a good time. Then we go home and have a good fish fry, and
he loves it—he started cleaning fish when he was eight years old. And he’s twelve now,
and he’s still cleaning my fish, and I’m so glad I don’t have to do it anymore.
C:
So how old is your grandson?
R:
He’s going to be thirteen the end of June. One more month. [Laughter] Then he can really
do—I had him helping me make frybread this weekend. He was mixing, helping me mix
the dough. He rolled it out, and he fried it. I showed him how to turn it away from him so
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he wouldn’t burn himself in the grease. And then he dressed the Indian tacos, and he
says, he says, “I’m multitasking!” [Laughter] He says, “I’m getting into the family
business now.” So I hope he keeps his, keeps up with me.
C:
Okay. So what do we have there, Laura?
R:
Okay, this is what we call the sour squawbush. In the spring, it gets little red berries, and
they’re hard. You pick them—we’d pick them and put them in a paper bag, put in some
salt, shake it up, and eat them that way. And it’s better than eating popcorn. [Laughter]
C:
Huh. What time of year does it, is it ready for harvesting?
R:
In the spring.
C:
In the spring? Like, what time?
R:
Uh, June, maybe July. Depending on how cold the spring is—you know, how long it
takes the winter to go away.
C:
Does that bush have any berries on it?
R:
It doesn’t yet. And this is rose bush, the wild rose bush. And they have the rose hips that
come in after the roses go away. And those are edible, too.
C:
So what are the rose hips, or rose parts—
R:
See, these are coming into blossom, the sour squawbush. Up here on the top. That’s
where the berries will form.
C:
Ah. Now, what color are the berries?
R:
The berries are red, the flowers are yellow.
C:
Okay. So how big does the berries get?
R:
About the size of a BB. [Laughter] You have to collect quite a few of ‘em!
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C:
Oh, I was going to say, yeah. Huh. Okay. So we’re just early in the spring here looking at
it, and it’s got a couple months before they begin to produce any berries. We’re in a
really beautiful spot here, Laura. And these are—
R:
Can you get the cold in Cave Rock up there? On the horizon?
C:
Yeah, we’re taking a shot of the area here. And there’s a Cave Rock up there in the
mountains, Laura called it.
[Break in recording]
C:
Okay, Laura. Now where are we?
R:
Okay, we’re up above the state cliff. It’s Cave Lake State Park, in the Schell Creek
mountain range, on our way up Success Loop. Over here, there used to be a dance hall
way back in Prohibition days. And of course, with the whiskey and [__inaudible at
5:40__] this was way out when I was working, [__inaudible at 5:43__].
C:
So Laura, can you tell me about this groundhog that’s sitting up here in the rocks? What
the Shoshone people did with them, or—?
R:
Yeah. We call them yaha. And we’d have a gathering when we get several yaha then.
But, usually only the elders get to eat those. Now, maybe I can eat some. [Laughter] I
always used to be too young.
C:
So how do you prepare the yaha?
R:
Well, just roast—do just like a prairie dog. Take out the—cut a little slit in the side, pull
out the entrails, and stick the hind leg in the hole, and then bury ‘em in the coals. Let it
roast, and then, when it’s done, you take it out, and then peel off the hide. That takes all
the charcoal and everything off. And the meat is just delicious and juicy.
[Break in recording]
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R:
Okay, we’re in the Schell Creek Range, just outside Ely. Up here you’ll see the caves
behind me. Indians used to stay in these. You’ll see they’re facing the east, so that they’re
out of the wind, out of the cold north wind. And snow, whatever came. And they’re high
enough to see the deer, so they could get the deer that they’d harvest sometimes. There
are elk here now. And of course, the yaha that we saw down below.
C:
So what time of the year do you think the Shoshone people used these caves?
R:
Okay, the—we would be down in the valleys where it’s warm in the wintertime, and the
spring and summer we’d come up here in the mountains where it’s cool. And if they
came out early, and we had late spring storms or something, they could go in those caves.
And of course, if it was raining, they had to have some protection. Also, the summers,
we’d be up in the mountains here.
C:
How many were in a band, or in a group that would travel together or camp together?
R:
Well, usually, a normal family, tie two families together, something like that. But in the
fall, when it was time to pick pinenuts, they would get several families together, and
gather out at the Swamp Cedars in Spring Valley. And then they would, we would all go
out to gather pinenuts. And that way, we would make sure that everybody had enough
pinenuts to last the winter.
[Break in recording]
C:
Okay, Laura. You were starting to tell us about the—
R:
Yeah. When the cavalry came through here, when the president sent out the directive to
kill all Indians, they came from the Ruby Valley, over there across into this—this is the
Duck Creek Basin. Came in through the Duck Creek Basin, and across the mountain—
well, not the mountain, but through one of the passes [Laughter]—over to Spring Valley,
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where the Swamp Cedars are. That’s where all the Indians of this area used to gather in
the fall to go picking pinenuts. And a cowboy or somebody came riding by on horseback,
and he noticed all the campfires, so he hurried in—no, this is another story, sorry! The
cavalry went into Spring Valley, and they were going to kill the Indians. But it was
swampy, and the horses were floundering in all the mud in the swamp. And they couldn’t
get to the Indians, and they got away. And it was later on when the local militia went in
there and massacred all the Indians when they were gathered to pick pinenuts. And there
were only two little girls and one little boy who were able to survive that massacre.
C:
So was there a name for the massacre, or was it called any—?
R:
We just call it the Spring Valley Massacre—the last Spring Valley Massacre. But the
local, we call it the Swamp Cedars Massacre. And my grandmother was one of the little
girls who survived that.
C:
And how old was your grandmother when she survived it?
R:
We figure she was around ten years old. It happened about 1895.
C:
Huh. So about how many of the people in the camp were killed, would you say?
R:
I would say there were probably 30 or 40 people in the camp. And just three survivors, so
that’s 10 percent. One day I was out there hunting deer, and I came across an arrowhead.
And I told my husband, I says, “This could have been my grandfather’s”—or, my greatgrandfather’s arrowhead. But, who knows? It’s all BLM land now, and they’re building
the windmill farm right next to it. The wind farm. So…
C:
So is there a marker or anything to indicate…
R:
There isn’t, we have one planned. I don’t know if we’ll ever get the funding for it, but we
do plan to put maybe a rest area or something there. Like your state highway markers
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with the historical markings. We haven’t succeeded in getting that done, but I’m working
on it. I think we possibly could get some help through the Great Basin Heritage Area. It
covers the Esmeralda County and White Pine County. The route, Highway 50 there, has
been designated as the Great Basin Heritage Area partnership.
[Break in recording]
C:
So can you tell me where we’re at, at this point on our trip, Laura?
R:
Okay, we’re on the Success Loop, we’re on the north side of the summit, head down into
Duck Creek Basin. This is a quaking aspen grove, with some lodgepole pine mixed in.
And some, a lot of small quakies, they’ve got other pine trees. And there’s natural
meadowgrass. It’s just beautiful here. Usually, you see a deer or two. I think we’re too
late in the day, though.
C:
So do the, our Shoshone people use quakies for anything?
R:
You can use some for your artifacts, for handles. If you cut the quakie when it’s green, it
will keep its bark, which is really attractive. If you cut a dead piece, in time the bark will
fall off. They’re nice and straight, so they make good handles for tools. Like tomahawks,
or rattles. Ceremonial objects.
[Break in recording]
R:
When the cavalry came through from Ruby Valley to the west, they came through
Steptoe Valley, and through this break here into the basin, Duck Creek Basin. And
proceeded through this area, and you can see the—between the mountains up there,
there’s kind of an opening, it’s where Timber Creek comes through. And they went
through there, and on over into Spring Valley. And that’s where they had planned to
catch the Shoshone, at the Swamp Cedars. They had intended to massacre them all. And
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that’s where the horses got mired down in the mud, and they were floundering so much
that they had to turn back. That time, they didn’t get as many Indians as they had
planned. And you can see the pipeline that goes—the Consolidated Copper Company
built from Duck Creek, and it takes the water all the way around the mountain, and up
over the other side, to McGill where they had a smelter set up. [__Inaudible at 12:53__]
west of Ely. Then it was brought down by the train to McGill, and run through the
smelter, and then that’s where the pure gold was taken from there. Or the gold nuggets
made.
C:
About what time of the, or about when was that, in terms of years?
R:
Okay, first story of the cavalry, probably about 1890-something. Early 1890s. And when
the Consolidated Copper, this was about the 1920s or [19]30s. And then just at the mouth
of the valley here, there was a sawmill that they also used the lumber for building things.
[__Inaudible at 14:39__] Not much left there nowadays. Though this is big wide-open
area, and when the cavalry were coming, they were following the water sources. You
know, that’s why they came through Duck Creek. And right now, the Schell Creek
[__Inaudible at 15:01__] we have the largest national park in the state of Nevada. Lot of
hunters in this area up here, which does help our economy, and bring some money in.
But if they build that water line down to Las Vegas, eight foot diameter pipe, they’ll drain
all the water from this area, then everything will die. We won’t have any more fishing,
and no more hunting to offer. Everything’s going to be dead. I hope we can—we’ve been
fighting the battle to keep our water, but it’s been a hard battle and I don’t know if we’ll
ever win. I hate to see this country go to desert, but it may some day. It’s wonderful land
right now. And in every canyon, there’s a stream, in this area. There’s Bird Creek, Berry
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Creek, Timber Creek, Duck Creek, East Creek, Kalamazoo—every one has a creek
[__Inaudible at 16:13__].
C:
And you said at one time, you could just drink right out of the creek?
R:
Oh, yes! If I was a [__inaudible at 16:21__] some fishing or hiking, whatever, if there
was a creek, you just lay down on your belly and get a good drink of water. And now you
can’t go on the mountain and drink the water because they said that there’s giardia in the
streams and [__inaudible at 16:34__] Shame. We’re just polluting our world.
[__inaudible at 16:43__] Well, this is the time to do it. I’m 72 years old, I got a deer tag
again this year. [Laughter] So, I’ll be out in the fall. Make good use of it while I can.
C:
So what all parts of the deer do you use for, you know, craftsmanship, or…?
R:
Okay, the feet. I always tie them back and make a like gun rack or pole rack. Mount it on,
mount the feet on the board, and then they hold those, hold your gun or whatever. Your
pole. Or they make good coat racks, hat racks. Some of them I keep, I put them straight
so when they harden, they’re stiff, and I use those as handles for knives. My husband
makes several obsidian knife blades, and I usually put antler handles on those. Antler
handles or deer feet. And the dew claws, I use those for the rattles on my turtle rattles. I
fasten them on a piece of leather, drill a hole through the turtle shell and fasten the dew
claw, and then when you twist your wrist, the dew claws rattle against the turtle shell.
Used to use those in rituals, medicine man’s rattle. But we make them now to sell as
artifacts to tourists. And I’m a silversmith, and this ring I made, that’s a stone from my
father’s mine near Hamilton. Austin/Hamilton area. And my dad passed away, I still have
some of his stone left. And I still bring some out. Also, I make rings and necklaces out of
the garnets from Garnet Hill there. The garnet is a naturally faceted stone, and it makes a
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really wonderful ring, or necklace, or earrings. I’ve done all those. I plan to do a whole
line of that type of jewelry and sell it this summer. Still like to do my crafts, even though
I’m getting old. [Laughter] My eyes are getting bad, but I’ll keep on going. And I do a lot
of beadwork, traditional beadwork. And this is last winter, I made my first—no, my
second—willow cradleboard. And this one turned out pretty good, I think I may have to
make some more. People like those. And I’m just trying to get back to my roots, and
there are more things I need to teach younger people before I move on or can’t teach
them anymore. I teach—I’ve taught certain silversmiths, I do a lot of beadwork classes,
and buckskin working. And I did, I have done demonstrations on brain-tanning deerhides.
And I just try to keep our traditions alive. And I’m doing, I’m trying to make a gourd
dipper, for dipping water. The gourd is used in the ceremonial—or, the official
sweatlodge ceremonies. And I’m trying to duplicate that. [__inaudible at 20:03__] But a
lot of people really like the white buckskin for wedding dresses. I make those for ladies.
C:
So are these, what you’re talking about, was this passed on to you from your mom or
family, or—
R:
I’m learning this however, wherever I can, you know, from elders. It doesn’t even have
to be the Ely Shoshone, just all Shoshone around, wherever I can get the information, I’d
like to get it passed on. That’s just as I was saying, for the cattails, when they’re first
coming out in the spring, when they first break through the water, they can be collected
and they taste like fresh asparagus. And after they grow up and start forming the cattails,
they can be collected and eaten. And they look just like little ears of corn. And they taste
that way, too. That’s, uh—you know, there’re so many things that can be used just right
off the land out here. It’s just such a rich area, fertile. And just about every kind of berry
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you can imagine grows out here. Just have to know which one to pick! [Laughter] And,
uh, there’s just all this information I’d like to be able to pass on to the younger people. So
it doesn’t die. [__inaudible at 21:28__] and my mother was 97, and passed away a year
and a half ago. And there are a lot of things that went with her that I wouldn’t know. But
we’re, we’re hoping we can have something that’s carried on.
C:
So is there a group of youth, or young people that you’re working with to pass the
traditions on to, or just family members, or whoever’s interested?
R:
I was trying to build a cultural center. My husband passed away, so now it’s, I don’t see
how I can get it accomplished by myself. So I’m just teaching people who are interested,
whether they’re native or non-native, young, old, doesn’t matter. If they have an interest,
I’d like to try to pass it on to them. Because if somebody gets a little bit, you know, they
can pass it on to someone else. And that’s the, that’s the only way we’re going to keep
our traditions alive. They—our preschool has a native Shoshone class in language. They
teach them some of the construction of teepees and things like that. So the younger
people are getting that. It’s the older ones, the high school age, who’ve kind of been
skipped. [__inaudible at 22:44__]. And of course, [__inaudible at 22:48__] had visitors
from out of state, even out of the country, that are interested in these things. And I can go
through and give them instructions [__inaudible at 22:59__] to see how these things are
done. I didn’t give classes, I just did demonstrations.
[Break in recording]
R:
Hi, we’re at East Creek right now, in the area where a lot of gathering—there’s a lot of
fruits and seeds. The ricegrass looks good this year. Hope there’s a good pinenut crop.
This is where the local Indians used to come gather a lot of things, the edible things we
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loved. And back when, in the 1800s, when the sheepherders used to come through this
area, and the cavalry, the Indian ladies would be out gathering berries and roots and all
kinds of things. And it was kind of a sad thing, because the young girls, if they were
caught out in the open like this, the sheep herders or soldiers would grab them and rape
them. And so, they learned that when they were out in areas like this, alone, or their
mothers taught them to find—if they couldn’t outrun their pursuers, they would just sit
down in a sandy wash and fill their cavity with sand. And that way, if the men tried to
rape them, then it would hurt them too badly, and they’d leave them alone. This, there’s
always trout in these streams, so there’s plenty to eat. It’s always nice to be out among
nature. We hope to get some more pinenuts this year. Last year they were just in small
spots. But we had quite a bit of snow in November and December, so maybe we’ll, if we
get some spring rains, we should have good pinenut crop. We’re all hoping for that.
When I was growing up here, we spent a lot of time in the mountains, shooting rabbits
and gathering pinenuts and things. And that was fun. And when I started to go to high
school, we moved to Las Vegas, because my dad wanted us to have a good education.
And he was going where—there was more work down in Las Vegas than there was in
Ely. We moved there. First time we moved down there was 1946. And then every
summer, we came back to Ely until I think it was about 1950, and then we moved down
to Las Vegas for good. And I went to Las Vegas High School there. And I got into
engineering—which, they said it wasn’t for a girl, but I got into it anyway, because my
dad wanted my sister and I to draw plans, the house plans for him because he built
homes. And two years I tried to get into the drafting class, and they kept telling me, “No,
that’s for boys. That’s not for girls.” Well, I finally got into drafting, and I did very well
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with that. And I continued on. I worked for the Planning Commission, for Clark County.
And I learned planning and zoning. And I married my husband. He was in the Air Force,
and we went to Vandenberg Air Force Base. And I worked for a surveyor down there. I
learned subdivision design, and designed several subdivisions. In fact, I designed
subdivisions in Las Vegas. And it’s kind of neat when I fly into Las Vegas and I can look
down and I say, “Oh, there’s the East Gate subdivision that I designed! Looks just like it
does on paper!” [Laughter] It’s a good feeling. And I worked—my husband being in the
Air Force, we traveled all around. I was in Guam for two years. That was during the time
we were bombing Vietnam. That was very interesting, there. And the B-52s taking off
every day, night and day. And went to Glassberg, New York, and I worked for an
architect—a professional engineer there. And I got deeper into the architecture. I
designed a million-dollar factory building, some apartment houses, and a store. And then
we were transferred to Davis-Monthan Air Force Base in Tucson, Arizona. And I just did
my crafts there. I went to Virginia and worked for the Newport News Shipbuilding. And I
worked on the design—the piping system for the nuclear aircraft carrier, Nimitz and the
Eisenhower. And then I worked for this deepsea ventures company—it’s been so many
years ago! [Laughter] And we were doing undersea mining for these, they were these
nodules that roll around on the, collect on the sea floor. The nucleus is a shark’s tooth.
And then it rolls, it gains magnesium. And so these were—or, manganese. They were
very rich in manganese. They were nodules. And it seemed every time we’d get a
shipload full, the pirates would come and steal our cargo, and we would have to go back
to mining again! But it’s been a very interesting life. And now I’m trying to continue on
with my traditional things. Building artifacts, and making the buckskin dresses and things
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like that. Because I’d like to pass this knowledge on to the younger people, so our
traditions don’t die. And I would like to, I hope, build a cultural center so I could have
classes. I don’t know if I’ll make that happen or not, because I’m 72 years old now, and
don’t know how long I can keep going! [Laughter] But I’m going to try. But for young
people, you know, you can do whatever you want to do with your life. You can start from
nothing and then build to everything, or, or if you just don’t want to do anything, I guess,
you can do that too, but it’s not very interesting. And when I was in Nebraska, we rented
this old farmstead, and so I was able to raise my three boys, teaching them how to take
care of the—we’ve had little bucket calves. We fed calves and rode horses, and raised
chickens and pigs, and had our big garden. And believe it or not, one year, I made fifty
gallons of dill pickles. [Laughter] Our garden really did well. We had—we fertilized it
from the hen house. We cleaned the hen house, put that on the garden, and oh, everything
just flourished. It was great. And then, when I moved out to, back to Las Vegas in 1980,
and went to work at the Test Site, and worked there for ten years. And then I, my first
husband passed away, and I married my second husband, and we went on the road going
on the powwow trail, going to shows all around California, Nevada, Utah, and Arizona,
and Colorado. Did that for three years, and then back home to Pahrump. And then finally,
I decided I wanted to come back to Ely. I just missed the mountains and everything. And
so we came. About seven acres, and moved up here. That’s where I had planned to build
my cultural center and museum, but my husband passed away four years ago, so I don’t
know if that will come to fruition or not. But I’m going to do everything I can to go down
those roads. And it’s just—it feels so good to be back to this mountain country and to
Ely. It’s home. [Laughter]
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[Break in recording]
I would like to encourage people to do more things with their hands. I realize now, with
the technology we have, everything is done on computer. You don’t have to do anything.
But people still need to keep their minds busy and their hands busy. If you could do more
hands-on building things, rather than just doing it on the computer. I know the computer
models work great, they’re great for architects in showing, like, this way and that way,
but in my drafting background, I draw little blocks to be able to move around on the
drawing, so you could see what rooms could go where in your building. Where you can
do that with the computer. But when you have a hands-on feel, I think it’s a, you get a
deeper concern about the program—about what you’re doing. And it gets, I think it gets
people thinking out of the box. I think everybody should have drafting because, boy or
girl, because when you’re drafting you’re thinking of how something is built, and if it’s
turned around, you can turn it in your mind, and you don’t have to depend on the
computer to do it for you. It gets your thinking, your brain, engaged. Because it was hard
for me to get into a drafting class, but as I got—I think it should be a required subject for
all students. Because it gets your mind working. And you can tear something apart in
your mind, because you need to know how to put it back together. And it’s—that works
even in cooking. Anything you do in life. To be able to dismantle something in your mind
and put it back together, I think, is very important to everyone. And that’s—that has
helped me. So…
C:
And then, for educators that might—?
R:
The educators, that too. I think they should have programs where the kids can have a
hands-on, doing things. The other day, I found a tick on my dog. It was huge—almost as
�GBIA
035;
Rainey;
Page
15
big as my fingernail. And, well, got it off, put it in the jar, you know, says, “Oh, it’s
dead.” And then I found, this friend of mine told me, that they live, they like the carbon
dioxide. So I took off the lid, blew in there, and put the lid back on, and pretty soon his
little legs started moving. And so I shut the bottle, and he went upside-down. And it’s
kind of like the ballast tanks in a ship. You could see where he would evacuate a section,
and pretty soon he got it so he could roll over, and he was back on his feet. And I blew
some more carbon dioxide, put the lid on there, and his feet came out, and pretty soon he
started walking around. And you know, for kids to have something hands-on, rather than
the imaginary things on the computer that you see—if educators can provide things like
that. The nature things. I think it would just, everybody could connect better. And you
wouldn’t have so many shootings in the schools! [Laughter]
C:
Yeah, that’s unfortunate.
R:
Because, I think those terrible programs they have on the monsters and things have a lot
to do with the shootings. But, that’s my thought. And educators could do more field trips,
take kids out among nature—amongst nature. They could get a better grasp on where we
are in this world.
C:
Well, I’d like to take this opportunity today, Laura, and thank you on behalf of the Great
Basin Indian Archive for giving me the opportunity to, you know, see things out in
nature, and experience the backwoods country in Ely that I never knew existed.
R:
You bet. A lot of people think, “Oh, Nevada is desert.” But it’s not! [Laughter] And
thank you for inviting me.
C:
So this concludes our field tour—throughout the backwoods, I guess, if you want to call
it—of Ely. And there’s so many very beautiful wildlife—plants—and… this is probably
�GBIA
035;
Rainey;
Page
16
the best time of the year to experience everything, so… It’s so green. And in bloom. And
Laura knows so much about everything out here, that it’s made this tour very interesting.
And once again, I just want to thank you, Laura.
R:
You’re very welcome. Thank you.
[End of recording]
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Western Shoshone Oral Histories
Subject
The topic of the resource
Oral histories of Western Shoshone elders collected by the Great Basin Indian Archive.
Description
An account of the resource
Oral histories compiled
Creator
An entity primarily responsible for making the resource
Great Basin Indian Archive, in partnership with Barrick Gold of North America
Source
A related resource from which the described resource is derived
GBIA Oral History Collections
Publisher
An entity responsible for making the resource available
Great Basin Indian Archive
Contributor
An entity responsible for making contributions to the resource
2006-2015
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
The person(s) performing the interview
Norm Cavanaugh
Interviewee
The person(s) being interviewed
Laura Rainey
Location
The location of the interview
Cave Lake State Park, NV and surrounding area
Transcription
Any written text transcribed from a sound
<a href="http://humanities.gbcnv.edu/omeka/files/original/038a57d31acf75ccaa2678a571009392.pdf">English transcript available as pdf file</a>
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
DVD, AVI, and MP4 Format
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
00:35:52
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Laura Stark Rainey - Oral History (05/28/2014)
Subject
The topic of the resource
Oral history interview with Laura Stark Rainey, Western Shoshone from Ely, NV on 05/28/2014
Description
An account of the resource
<p>Laura Stark Rainey is a Western Shoshone from the Ely Shoshone Tribe part of the Western Shoshone Nation. Laura took us on a tour of the Cave Lake State Park and surrounding areas describing the hunting and gathering practices of the Western Shoshone. She also tells us of the U.S. Calvary and the Spring Valley or Swamp Cedar Massacre, as well as other interactions with the Shoshone and the government. And in extension how much of the land has been taken into BLM or federal hands. She also speaks about her ambition to start a heritage center devoted to the Shoshone. She ends her oral history by telling us about her life, her husband, and her education in engineering.<br /> <br />Interviewed by Norm Cavanaugh</p>
<script type="text/javascript" src="http://cdnapi.kaltura.com/p/2096981/sp/209698100/embedIframeJs/uiconf_id/39808892/partner_id/2096981?autoembed=true&entry_id=0_m5x1ukt0&playerId=kaltura_player_1499991248&cache_st=1499991248&width=560&height=395&flashvars[streamerType]=auto"></script>
<a title="View Laura Stark Rainey Oral History video in separate page" href="http://www.kaltura.com/tiny/2lgnq" target="_blank" rel="noopener">View Oral History [streaming video] if above player not working.</a><br /><a title="View Laura Stark Rainey Oral History transcript" href="/omeka/files/original/038a57d31acf75ccaa2678a571009392.pdf">View Transcript [pdf file]</a>
Creator
An entity primarily responsible for making the resource
Great Basin Indian Archives
Source
A related resource from which the described resource is derived
Great Basin Indian Archives - GBIA 035
Publisher
An entity responsible for making the resource available
Great Basin Indian Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
05/28/2014 [28 May 2014]; 2014 May 28
Contributor
An entity responsible for making contributions to the resource
Norm Cavanaugh [interviewer]; Scott A. Gavorsky [GBC Virtual Humanities Center]; James Hedrick [GBIA/VHC]; University of Utah [streaming video]; Great Basin College; BARRICK Gold of North America
Rights
Information about rights held in and over the resource
Non-commercial scholarly and educational use only. Not to be reproduced or published without express permission. All rights reserved. Great Basin Indian Archives © 2017
Consent form on file (administrator access only): http://humanities.gbcnv.edu/omeka/admin/files/show/475
Format
The file format, physical medium, or dimensions of the resource
MP4
Language
A language of the resource
English
Cave Lake State Park
Community
Crossroads
Design
gathering
GBIA
heritage
hunting
plants
Ruby Valley
Shoshone
Spring Valley Massacre
Story
Swamp Cedar Massacre
U.S. Cavalry
Women's History
-
https://humanities.gbcnv.edu/omeka/files/original/fe590cae04bd5b1378ae27566921c616.jpg
46a16b29d8a34dfc15f0cdac6dbaa586
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design for the Human Spirit (Theme 2015-2017)
Subject
The topic of the resource
Materials related to the VHC Theme for 2015-2017--Design for the Human Spirit.
Description
An account of the resource
What is design, and how does it impact humans? Over the next two years, the Virtual Humanities Center will explore the role of design at GBC, the communities it serves, and the larger world.
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2015 - July 2017
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
.jpg; 300 dpi
Physical Dimensions
The actual physical size of the original image
2700 px x 2400 px
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design for the Human Spirit Logo (Theme 2015-2017)
Subject
The topic of the resource
Official logo for the VHC "Design for the Human Spirit" Theme for 2015-2017.
Description
An account of the resource
The official "Design for the Human Spirit" logo.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2015
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Should be used only for "Design for the Human Spirit" items.
Format
The file format, physical medium, or dimensions of the resource
.jpg; 300 dpi; 2700 px x 2400 px
Language
A language of the resource
English
Action
Design
Design 2015-2017
Faculty
logo
-
https://humanities.gbcnv.edu/omeka/files/original/5df04d36c5ff9e213f68ef14238b35e5.jpg
bddf4d9f0a20f6bf6ad27f88b24a777a
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Title card from "Designing a College for Rural Nevada, part 1: Motive, Means, Opportunity"
Subject
The topic of the resource
Video offers a brief look at the 1967 creation of the Elko Community College, the predecessor of Great Basin College.
Description
An account of the resource
A brief look at the 1967 creation of the Elko Community College, the predecessor of Great Basin College, as related by some of the original college founders.
<p><a title="Designing a College for Rural Nevada, part 1" href="http://kaltura.tmcc.edu/index.php/kmc/preview/partner_id/109/uiconf_id/11170182/entry_id/0_xuj20f8o/delivery/http" target="_blank" rel="noopener">View streaming video [opens in separate tab]</a></p>
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Source
A related resource from which the described resource is derived
<a title="Design a College for Rural Nevada, part 1 - item listing" href="/omeka/items/show/113" target="_self">"Designing a College for Rural Nevada, part 1: Motive, Means, Opportunity"</a>
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
24 August 2015
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Format
The file format, physical medium, or dimensions of the resource
jpg; 96 dpi; 400 px x 260 px
Language
A language of the resource
English
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design for the Human Spirit (Theme 2015-2017)
Subject
The topic of the resource
Materials related to the VHC Theme for 2015-2017--Design for the Human Spirit.
Description
An account of the resource
What is design, and how does it impact humans? Over the next two years, the Virtual Humanities Center will explore the role of design at GBC, the communities it serves, and the larger world.
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2015 - July 2017
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Video
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Transcription
Any written text transcribed from a sound
not available
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
mp4
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
6:00 minutes
Compression
Type/rate of compression for moving image file (i.e. MPEG-4)
MPEG-4 [Kaltura streaming]
Producer
Name (or names) of the person who produced the video
GBC Virtual Humanities Center
Director
Name (or names) of the person who produced the video
Scott A. Gavorsky
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Designing a College for Rural Nevada, part 1: Motive, Means, Opportunity
Subject
The topic of the resource
A brief look at the 1967 creation of the Elko Community College, the predecessor of Great Basin College.
Description
An account of the resource
<p>A brief look at the 1967 creation of the Elko Community College, the predecessor of Great Basin College, as related by original college founders Robley "Bob" Burns, Jr., Mark and Katherine Chilton, Dr. Hugh Collett, and Michael Marfisi.</p>
<div id="KalturaPlayer" style="width: 400px; height: 330px;">"Designing a College for Rural Nevada, part 1" [streaming video]</div>
<p>
<script type="text/javascript" src="http://cdnapi.kaltura.com/p/2096981/sp/209698100/embedIframeJs/uiconf_id/33993351/partner_id/2096981"></script>
<script type="text/javascript">// <![CDATA[
kWidget.embed({
'targetId': 'KalturaPlayer',
'wid': '_2096981',
'uiconf_id' : '33993351',
'entry_id' : '0_ros1w2u5',
'flashvars':{ // flashvars allows you to set runtime uiVar configuration overrides.
'autoPlay': false
},
'params':{ // params allows you to set flash embed params such as wmode, allowFullScreen etc
'wmode': 'transparent'
},
readyCallback: function( playerId ){
console.log( 'Player:' + playerId + ' is ready ');
}
});
// ]]></script>
</p>
<p><a title="Design a College for Rural Nevada-part 1" href="http://www.kaltura.com/tiny/4op8j">View streaming video in separate tab</a> (if embedded player above does not work)</p>
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Source
A related resource from which the described resource is derived
<a title="GBC at 50 collection" href="/omeka/collections/show/20" target="_blank" rel="noopener">GBC at 50 [collection]<br /></a>
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
24 August 2015
Contributor
An entity responsible for making contributions to the resource
Robley "Bob" Burns, Jr.; Dr. Hugh Collett; Michael Marfisi; Mark Chilton; Kathy Chilton; Dr. Mark A. Curtis [interviewer]; longzijun - <a title="longzijun - Words and Music" href="https://longzijun.wordpress.com/" target="_blank" rel="noopener">longzijun.wordpress.com</a> [music]; Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Relation
A related resource
<a title="GBC at 50 collection" href="/omeka/collections/show/20" target="_blank" rel="noopener">GBC at 50 [collection]</a>
Format
The file format, physical medium, or dimensions of the resource
streaming video [mp4; 1080p]
Language
A language of the resource
English
Community
Crossroads
Design
Design 2015-2017
Elko Community College
-
https://humanities.gbcnv.edu/omeka/files/original/c346e49aefbedcc5440cb4c9f575c42a.jpg
5f9083888c6790dbb4ffa25e845311d2
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Thumbnail from "Spring 2015 Argentum and Student Art Exhibit"
Subject
The topic of the resource
Spring 2015 Argentum and Student Art Exhibit
Description
An account of the resource
Scene from the Argentum 2015 Release Reception and Student Art Show on 7 May 2015.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Source
A related resource from which the described resource is derived
Spring 2015 Argentum and Student Art Show
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
7 May 2015
Contributor
An entity responsible for making contributions to the resource
Kayla McCarson [GBC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Relation
A related resource
<a title="Spring 2015 Argentum and Student Art Exhibit Streaming Video" href="http://kaltura.tmcc.edu/index.php/kmc/preview/partner_id/109/uiconf_id/11170182/entry_id/0_urg50t1h/delivery/http" target="_blank" rel="noopener">Spring 2015 Argentum and Student Art Exhibit</a>
<p><a title="Argentum 2015 magazine" href="/omeka/files/original/80756781b116ddc303712110b1734c9d.pdf" target="_blank" rel="noopener"><em>Argentum</em> Arts and Literary Magazine, 2015</a></p>
Format
The file format, physical medium, or dimensions of the resource
.jpg; 96 dpi; 200 px x 200 px
Language
A language of the resource
English
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
ACE Events 2013-2016
Subject
The topic of the resource
Recordings of selected ACE events for the 2013-2014, 2014-2015, and 2015-2016 academic years.
Description
An account of the resource
Selected events sponsored by ACE (Arts and Cultural Enrichment) Committee at Great Basin College. Included is the 2015 Cowboy Poetry Speakers Series (Teresa Jordan and Gary Nabhan).
Creator
An entity primarily responsible for making the resource
GBC / ACE (Arts and Cultural Enrichment); individual artists and speakers.
Publisher
An entity responsible for making the resource available
GBC
Date
A point or period of time associated with an event in the lifecycle of the resource
2013-2014; 2014-2015; 2015-2016
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
Great Basin College / Virtual Humanities Center
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
ACE 2013-2015
Video
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Transcription
Any written text transcribed from a sound
Not available
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
.mp4
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
8:32
Producer
Name (or names) of the person who produced the video
GBC Arts and Cultural Enrichment foir the GBC Virtual Humanities Center
Director
Name (or names) of the person who produced the video
Kayla McCarson
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Spring 2015 Argentum and Student Art Exhibit
Subject
The topic of the resource
Interviews with artists participating in the Argentum and Student Art Exhibit.
Description
An account of the resource
Scenes from the Argentum 2015 Release Reception and Student Art Show on 7 May 2015, with interviews with artists Shawn Collins, Debbie Heaton-Lamp, Kacie Ortiz, and Cynthia Delaney.
<p><a title="Spring 2015 Argentum and Student Art Exhibit" href="http://kaltura.tmcc.edu/index.php/kmc/preview/partner_id/109/uiconf_id/11170182/entry_id/0_urg50t1h/delivery/http" target="_blank" rel="noopener">View video [streaming file]</a></p>
Creator
An entity primarily responsible for making the resource
GBC Arts and Cultural Enrichment (ACE)
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
7 May 2015
Contributor
An entity responsible for making contributions to the resource
Shawn Collins; Debbie Heaton-Lamp; Kacie Ortiz; Cynthia Delaney [interviewees]; Kayla McCarson [GBC]; Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Relation
A related resource
<a title="Argentum website" href="http://www.gbcnv.edu/argentum" target="_blank" rel="noopener">Argentum</a>
Format
The file format, physical medium, or dimensions of the resource
streaming video (mp4 original)
Language
A language of the resource
English
Action
Argentum
arts
Community
Design
Faculty
photography
Students
-
https://humanities.gbcnv.edu/omeka/files/original/d12382fbd2fb9dfff38fde1375604d35.jpg
8efa44bed324442932072e6328804850
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design for the Human Spirit (Theme 2015-2017)
Subject
The topic of the resource
Materials related to the VHC Theme for 2015-2017--Design for the Human Spirit.
Description
An account of the resource
What is design, and how does it impact humans? Over the next two years, the Virtual Humanities Center will explore the role of design at GBC, the communities it serves, and the larger world.
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2015 - July 2017
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Hyperlink
A link, or reference, to another resource on the Internet.
URL
https://www.youtube.com/watch?v=TFxgxvF45Kw&feature=youtu.be
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Elko Street-scaping Project: Interview with Nevada DOT Architect John L'Etoile
Subject
The topic of the resource
Interview with John L'Etoile, Nevada DOT Senior Landscape Architect on the Elko Street-scaping project.
Description
An account of the resource
Angie de Braga (GBC VHC) interviews John L'Etoile, Senior Landscape Architect for the Nevada Department of Transportation (Nevada DOT), about the design of the Elko Street-scaping project, using the theme "A Passage through Time."<br /> <br /> <iframe width="560" height="315" src="https://www.youtube.com/embed/TFxgxvF45Kw" frameborder="0"></iframe>
Creator
An entity primarily responsible for making the resource
Angie de Braga
Source
A related resource from which the described resource is derived
https://www.youtube.com/watch?v=TFxgxvF45Kw&feature=youtu.be
Publisher
An entity responsible for making the resource available
Nevada Department of Education
Date
A point or period of time associated with an event in the lifecycle of the resource
July 2015
Contributor
An entity responsible for making contributions to the resource
Angie de Braga [interviewer]; John L'Etoile [interviewee]; Nevada DOT [editing]
Language
A language of the resource
English
Rights
Information about rights held in and over the resource
Rights pending
Format
The file format, physical medium, or dimensions of the resource
YouTube video link
Community
Crossroads
Design
Design 2015-2017
Elko
NDOT
-
https://humanities.gbcnv.edu/omeka/files/original/95833ec89de606ffd21255610309d1f1.pdf
d5aed834b2d01bf3bdc3b05ac4230a18
PDF Text
Text
Using OfficeMix to Spice Up Your WebCampus Course Content
Contents
What is Office Mix? ......................................................................................................................................... 1
Getting a User and Downloading OfficeMix ................................................................................................. 21
How To: Create a slide recording .................................................................................................................. 23
How To: Create a screen recording ............................................................................................................... 24
How To: Use Interactive content: This is not available yet but will probably be in the summer! ................ 28
Export options ............................................................................................................................................... 30
Office Mix best practices............................................................................................................................... 32
Slide Recording: tips & tricks......................................................................................................................... 33
Audio tips & tricks ................................................................................................................................... 33
What is Office Mix?
Office Mix is a powerful tool that you can use to turn your PowerPoint presentations into interactive
lessons. For example, you can record:
Audio of yourself narrating a lesson
Video of yourself speaking to students
Ink being drawn on your slides
Imagine if you were music faculty and you wanted to teach a student how to play guitar. You could
record yourself playing music, include voiceover narration of the technique you're using, and then show
your student how to read sheet music by drawing lines from the staves to the strings of a guitar, just like
you would if you were sitting in front of him or her. But unlike a traditional classroom setting where
you're limited by the size of the room and the number of students, Office Mix allows you to teach in a
virtual classroom of unlimited capacity while making each student who views the lesson feel like you're
talking directly to him or her.
To your students, these lessons look and feel just like videos that they can watch at their own pace and
re-watch as often as they need. If you add content like quizzes, polls, and even lessons from Khan
Academy, then your students can do more than just watch the videos; they can interact with them and
record their answers to your questions.
You distribute each lesson by posting or embedding web address to in WebCampus. The Mix is stored
on the Office Mix website. With Office Mix's analytics capabilities, you can see which students viewed
each lesson, how they answered your questions, and how much time they spent on each slide.
1
�Office Mix adds value to PowerPoint
In addition to all the rich features available in PowerPoint, Office Mix lets you:
Record audio or video narration of your slide deck.
Insert content that users can interact with, like quizzes, polls, and simulations.
Record audio or video of other applications in action and insert them in your slide show.
Take a screenshot of another open window and insert it in your slide show.
Preview and publish your mix to the web or export it as a video.
Share your mix with whomever you choose and share it on social media.
Review data about who viewed your mix and how long they spent on each slide.
Publishing components
Once your mix is ready to publish, you decide who you want to share it with and how:
Manage the permissions:
o Sharing must be “Public or Unlisted” to automatically show in your WebCampus List
o
o
o
o
o
Mark it as private so only you can see it.
Share it with anyone who has the URL to the mix but restrict access to your organization.
Share it with anyone who has the URL to the mix, provided they sign in to Office Mix.
Share it with anyone who has the URL to the mix, without requiring them to sign in.
Share it publicly so that it's also available from search engines and potentially from
the Office Mix Gallery.
Send an email containing the URL from your default email program.
Share it on any website, including Facebook, Google+, Twitter, Pinterest, LinkedIn, and others.
Embed it on another website so that it plays in a small, medium, or large frame.
Playback components
After you publish your mix, the following elements are available to play it on any device in an HTML5compliant browser (e.g., Internet Explorer, Google Chrome, Firefox, and others):
Play and Pause controls
Next and Back controls to move forward or backward one slide at a time
Slide Sorter view to see thumbnails of all the slides in the mix
Closed captioning
Playback at different speeds from 80% slower to twice as fast
Coming soon: playback via mobile applications
�Data analytics components
After your mix has been viewed by one or more people, you can see data about it:
By slide
By visitors (i.e., viewers are visitors that viewed the slide more than once)
By exercises (for mixes that contain interactive content like quizzes, polls, etc.)
Getting a User and Downloading OfficeMix
1. Get a User Account: signup.ive.com
2. Downloading the OfficeMix FREE Add-In: http://mix.office.com
****PowerPoint needs to be CLOSED when you do this.******
3. Office Mix Gallery: https://mix.office.com/watch/1tn085hj1eanh
Getting started
Now that you've begun planning your online lessons, here are a few tips and tricks to get you up and
running with Office Mix successfully:
1.
Make sure you're using PowerPoint 2013.
Most of our college computers should have this version. If you're not sure which version you're using,
click File on the menu bar, and then click Account to see the version number. (If you don't see a File >
Account item, find out which older version you're using.)
2.
Make sure your slide deck is saved with a PPTX extension.
If you want to start with a slide deck saved in the older, PPT format, open it in PowerPoint 2013. Then
click File on the menu bar, and click Convert:
�PowerPoint will open the Save As dialog with the filename and PPTX extension already filled in.
3. Use an external web cam for higher-quality video.
Built-in cameras (and mics, for that matter) are suitable for most tasks. But if you want more
professional-looking video, invest in an external web cam. If you're using Office Mix on a tablet or laptop
and you're inking with a stylus, an external camera and mic will allow you to minimize stylus noise.
4. Test your audio level before you start recording.
No matter how engaging the content of your lesson is, your video content is only as good as the quality
of your audio. Do a test recording with your mic and adjust the volume to find the optimal setting. To do
this:
o On the Mix tab, click Slide Recording,
o In the Audio and Video pane, select your microphone in the second drop-down list.
o On the slider below the volume indicator, drag the square left to lower the volume or right to
increase it.
If the sound quality is poor, use an external microphone, like Blue Yeti or Nessie, instead of the mic
built into your laptop. Even a headset will produce better quality audio than most built-in mics.
5. As soon as you finish your first slide recording, play it back.
Before you get too far down the road of creating your mix, you'll want to make sure your audio and
video sound and look the way you expect. So as soon as you finish your first slide recording, play it
back. To do this, click Preview Slide Recording:
If the audio's too soft or too loud, or if the camera isn't positioned just right, click Delete Slide
Recording. Then make adjustments before you re-record.
6. Pause briefly between slides.
Another way to segment your content is by slide. If you make one slide recording per slide, then it's
even easier to re-record when you make a mistake. If you segment your content in this way, it gives
you the opportunity to think about it in a modular way. It also gives you the freedom to add exercises
at the end of each segment to check your students' comprehension.
7. Use video where essential; use audio and inking for greater focus on content and delivery.
When you create an online lesson, you'll want your students to reap the same benefits from your
teaching style as if you were delivering the lesson in person. If you decide to include a talking-head video,
make sure to create good eye contact by speaking directly to the camera, and speak in a conversational
tone so that your students feel like you're talking directly to them. But when you want them to focus on
the slide content, forego the video and instead draw on your slides (i.e., use inking) while talking.
8. Upload drafts as you go-- but clear the video checkbox until your final draft.
Make sure to save your work while you're creating your mix. But clear the checkbox that creates a video
version until you're ready to upload your final draft. That way, you'll speed up the publishing process of
interim drafts. To do this:
On the Mix tab of the ribbon, click Upload to Mix:
�
In the Upload to Mix pane, clear the checkbox under Enable playback on mobile devices.
When you're ready to upload your final draft, check that box.
How To: Create a slide recording
What is a slide recording?
A slide recording is a recording of a PowerPoint slide show enhanced with audio, video, and/or inking
that you create by using Office Mix. When you create a slide recording, Office Mix adds up to 3 different
types of information to your slide:
A "media shape" that contains your audio-video clip
Ink as a bitmap
Timings (not visible on the slide) that are used during playback so that your clips and ink strokes
start and end at the right times
For instance, the slide recording below contains video (in a media shape), inking (as a bitmap), and
timings (which are not visible):
To see what a slide recording looks and sounds like, you can preview it in Office Mix at the time you
create it, or you can simply watch your mix on the web after you publish it by going to your My Mixes
page on the Office Mix website.
How to create a slide recording
The easiest way to create a slide recording is to create a PowerPoint presentation first. Then record on
top of your existing slides.
1. Go to the slide where you want your recording to begin.
2. On the ribbon, select the Mix tab.
3. In the Record group at the far left of the tab, click Slide Recording:
At this point, before you begin recording, you should decide which elements you want to record.
To add audio and/or video
Under Audio and Video to the right of your slide:
1. Select the size and resolution of the video you’ll record:
o If you want the video to appear as a thumbnail, click Thumbnail. This option creates a lowresolution recording.
o To fill the screen with your video, click Full Screen. This option creates a high-resolution
recording.
2. Select the camera you want use.
o If you’re recording on a laptop and you don’t have an external camera connected, select
Integrated Camera in the drop-down list.
�o
If you want to record audio only, select No camera instead.
3. Select the audio device you want to use.
o If you want don’t want to record any sound, select No microphone.
4. Adjust the volume by dragging the square left (lower) or right (louder) along the slider.
To add inking
Under Inking to the right of your slide:
1. Click the pen (Fine Pen, Medium Pen, Thick Pen) you want to use to draw on your slide.
o After you begin inking, you can click the Eraser to remove all of your ink strokes.
2. Click the color of the ink you want to use.
You’re now ready to begin recording.
To record
Use the buttons in the Slide Recording tab:
How To: Create a screen recording
What is a screen recording?
The terms "slide recording" and "screen recording" sound similar but differ primarily in
this way:
A slide recording show viewers activity on PowerPoint slides.
A screen recording show viewers activity in any other program on your computer,
including Windows itself.
How to create a screen recording
Follow these steps to create a screen recording of the last program that was active:
1. On the Mix tab, click Screen Recording:
�2. On the control dock at the top of the screen, click Screen Area:
The cursor will change to crosshairs:
Note that Audio will already be selected so you can record voice narration at the same time as
your screen actions. If you don’t want to record audio, click Audio to deselect it.
3. Click and drag the area of the screen you want to record. To record the entire screen, click in the
top-left corner of the screen, and drag the crosshairs to the bottom-right corner of the screen.
Note that you cannot select an area smaller than 64 x 64 pixels.
4. Click Record.
The control dock will slide up and out of view while you record. To pin it in place, click the pushpin
in the bottom-right corner of the dock.
5. To control your recording:
o
Click Pause to temporarily stop the recording:
o
o
Click Record to resume recording.
Click Stop to end your recording:
The screen recording will automatically be added to the current slide after you click Stop.
Upload to Mix
Why create a mix instead of a video file?
Creating a mix by uploading it to your My Mixes page on the Office Mix website has several advantages
to exporting it a video:
�
You don't have to worry about it saving it locally because Office Mix saves it in the
secure Microsoft cloud.
You can distribute it easily by sharing the unique URL of your mix.
Interactive elements in your mix remain interactive after you upload it.
Office Mix collects analytical data about the mix and makes that data available on your My Mixes
page.
You can set permissions for your mix to dictate who can and cannot view it.
You can share your mix on social networking sites like Facebook, Google+, Twitter, Pinterest,
and LinkedIn as part of the publishing process, or even after the mix has already been uploaded.
How to upload a mix
To upload a mix to your My Mixes page on the Office Mix website:
1. On the Mix tab in the Mix group, click Upload to Mix:
2. In the Upload to Mix side pane, click Next.
3. If you aren’t already signed into Office Mix, choose which of the following account types
you’ll sign in with:
o your Microsoft Account
o your organizational account
o your Facebook account
o your Google account
4. Click your account ID.
5. Indicate how you want the mix to be uploaded:
o If you are creating a new mix, select This is a new mix. Otherwise, to overwrite a mix
you already uploaded, select Updating an existing mix and select the mix that you want
to overwrite.
o If you also want to create a video version of your mix, select Enable playback on
mobile devices. Note the following:
Selecting this option increases the upload time.
If you don’t select this option, viewers will still be able to view your mix on
mobile devices, provided those devices are connected to the Internet.
If you don’t select this option at this time, you can still export your mix as a video
after it has been uploaded to your My Mixes page.
o Click Next. At this point, Office Mix will begin uploading your mix.
6. In the side pane, click Show me my mix.
At this point, Office Mix will open the Details page of your mix on the Office Mix website. Fill in the
details as follows:
1. Type a title for your mix. The title will appear next to a thumbnail of your mix on your My Mixes
page.
2. Type a free-form description of your mix. The description will appear below the creation data and
�duration of your mix on your My Mixes page.
3. Set the Permission & Sharing options.
4. If you want to email the URL of your mix to a recipient, click the Email icon at the bottom of
the page to open an email containing the URL in your default email program:
5. If you want to add closed captioning to your mix, see Adding close captions.
6. Click Save.
Why export a mix as a video?
Export to video is the Office Mix export option that lets you save your mix as a video that contains the
audio, video, and inking you created with Office Mix but not contain any interactive content (apps,
quizzes, simulations, etc.). This option is designed for the following scenarios:
You want viewers to be able to watch your mix without connecting to the Internet.
You don't want your mix to be stored in the secure Microsoft cloud.
You want to save a copy of your mix locally (i.e., on your hard drive or other local storage device).
You want to publish your mix on Office 365's video portal.
You want to publish your mix to YouTube. (If you plan to make your mix available as a YouTube
video, it's a good idea to add the URL of your mix to the end of your video so people can enjoy
the full mix experience on http://mix.office.com.)
How to export a mix to a video
If you're already familiar with PowerPoint's File > Export > Create a Video feature, Office Mix's Export
to video feature has the same options with more descriptive wording.
1. On the Mix tab in the Video group, click Export to video.
2. In the Export to Video side pane, choose a video resolution from the Choose video size list:
o For high-definition video suitable for viewing on a computer monitor, TV screen, or other
HD display, select Full HD (1080p).
o For high-definition video suitable for HD computer screens, select Computer & HD
Displays (720p).
o For web viewing suitable and standard DVD resolution, select Internet & DVD (480p).
o For viewing on small portable devices like mobile phones, phablets, and tablets, select
Portable Devices (240p).
3. In Seconds spent on each slide, type the number of seconds to wait before the mix advances
to the next slide. This setting applies only to slides that do contain a video or interactive
content.
4. Click Next.
5. In the Save As dialog, choose a filename and location for your video and click Save.
How to export a video while uploading a mix
When you upload a mix (by clicking Upload to Mix on the Mix tab), you can create a video version of
�your mix at the same time that you publish your mix. To take advantage of this option:
1. Follow the How to upload a mix steps on the Create a mix page.
2. In step 5, select Enable playback on mobile devices box.
Office Mix will bundle the video in a package with the mix. When viewers watch your mix from a
mobile device (by clicking the URL that you send them), the video will play instead of the mix inside the
mobile device's video player. Slides containing interactive content will not appear.
Tips & tricks
Remember that unlike a mix, a video plays from start to finish without user interaction (except to pause,
play, and rewind). Follow these tips and tricks below to make sure your exported video plays back the
way you expect.
1. Do not use slide transitions.
There are no slide transitions in a video. To change the amount of time that is spent on each slide,
change the default value of 5 in the Seconds spent on each slide box.
2. Expect animations to play automatically.
If you added animation effects in PowerPoint that start "On Click," they will play automatically in
the video version.
3. Do not create videos when saving interim versions of your mix.
Saving a video version of your mix can be a time-consuming process because PowerPoint plays
the slideshow during the export process. For example, if the runtime of your PowerPoint
presentation is one hour, it will take just over one hour to export it to video. To speed up the
upload process, clear the Enable playback on mobile devices box, and enable it only when you're
ready to upload your final version.
How To: Use Interactive content:
This is not available yet but will probably be in the summer!
�What is interactive content?
Interactive content is readymade content that you insert into a mix and that viewers can interact with
directly. Quizzes, polls, science and math simulations, and videos from Khan Academy are all examples
of interactive content. They provide a level of interactivity above and beyond what you can create in
PowerPoint alone.
How to use interactive content
As faculty, you can use the interactive content under Quizzes and Polls as a formative assessment,
checkpoints, to make sure your students understand the material presented up to a certain point
before they continue viewing a mix. For instance, you can insert a quiz and determine the threshold, or
score, that a student must meet or exceed in order to move to the next slide. If a student falls below
that threshold, you can suggest that he or she review the material again.
You can also use the content under Videos and Apps to enhance your lessons about certain concepts by
allowing students to control and alter examples of those concepts in action. For instance, in a science
lesson about light and color, students can explore the ways that changing the wavelength of a
monochromatic beam changes the way that color is seen by the human eye:
How to add interactive content to a mix
The most efficient way to make use of interactive content in a mix is to create your lesson in
PowerPoint, and then decide where this type of content can be inserted to test students'
comprehension or illustrate a concept.
1. Go to the slide where you want interactive content to appear.
2. On the ribbon, select the Mix tab.
3. In the Insert group, click Quizzes Videos Apps:
4. At the top of the Lab Apps for Office box:
o Click MY APPS to insert an app that you already downloaded.
o Click STORE to insert an app, which automatically adds it to your list of MY APPS.
5. Click the app you want to insert to read a description of it.
6. To insert the app, click Trust It. Or click Cancel to return to the list of apps without inserting it.
7. To see the app the way your students will see it, press F5 or click Slide Show in the bottom-right.
�How to view analytics from quizzes and polls
After you publish your mix, Office Mix will begin collecting data for all the quizzes and polls you
inserted in the mix. To view this data:
Go to the list of uploaded mixes on your My Mixes page
at https://mix.office.com/MyMixes/Uploaded.
For each mix that contains one or more quizzes or polls, click Analytics:
Under the title of your mix, click by exercises:
Tips & tricks
Use interactive content to gauge a student's progress and comprehension of the material
you're teaching in a mix. This content is not intended to be used to grade students.
After you add interactive content to a slide, you can copy and paste it on other slides in your
presentation. This method is particularly useful for creating questions in a quiz that spans
several slides.
In addition to inserting interactive content from within PowerPoint, you can download apps
from the Office Store website at https://store.office.com/appshome.aspx and insert them
into your mix. However, Office Mix collects data only for those apps that you insert from the
Lab Apps for Office box that appears when you click Video Quizzes Apps on the Mix tab.
Export options
There are several ways to export a mix, depending on how you want to use it and who you want to
make it available to. You access each export option on the Mix tab:
Mix options
Preview
Though not technically an export option, Preview lets you view your mix without first
publishing it or saving a potentially big file to your hard drive or other storage device. It's
similar to the Slide Show command in PowerPoint in that it runs your mix full-screen so
you get an idea of how your viewer will experience it. This command is only available from
inside PowerPoint when you have Office Mix installed.
Upload to Mix
�Upload to Mix publishes your mix securely to your My Mixes page in the cloud on the
Office Mix website. It converts your PowerPoint presentation (PPTX) file into a rich,
interactive video with a unique URL.
You share your mix simply by sharing the URL, which plays the mix over the Internet in the viewer's
default web browser on any device. There's no need to save, keep track of, or send your mix files.
Each published mix appears on your My Mixes page and its URL never changes, even when you
update and republish your mix. You can also use the URL to link or embed your mix on other
websites.
This is the recommended export option because it gives you control over who can view your mix,
and it also gives you data about how your mix was viewed and by whom. If you require this data or
the mix itself to be present on your own servers, use one of the video export options below.
My Mixes
Though not technically an export option either, My Mixes opens the My Mixes page on the
Office Mix website in your default web browser. It provides an easy way for you to see your
list of published mixes, play them, and view the data collected for each one. It's also useful
if you want to give the mix you're working on a name similar to (or different from) mixes
you already published but you don't remember their names.
Video export options
Export to video
Export to Video lets you convert your mix to a video that viewers can watch offline. This
option saves the video to the location you specify; it is not stored on your My Mixes page
on the Office Mix website.
One clear benefit of saving your mix as a video is that you can distribute however you choose,
upload it to a learning management system (LMS), upload it to YouTube or other sites, etc. But
because it's a video and not a mix, the interactive elements will appear in the video but they will
not be interactive. Specifically, viewers will not be able to click or otherwise interact with:
Hyperlinks
Quizzes
Polls
Simulations
Other interactive content inserted from Quizzes Videos Apps
In addition, Office Mix will not collect data about videos. Analytics data is available only for mixes
(not videos) on your My Mixes page on the Office Mix website.
Export to SCORM
Export to SCORM converts your mix to a SCORM package that you can upload to your LMS.
SCORM packages appear as courses in your LMS and are generally stored on the same
server as your LMS. If you included high-fidelity audio-video elements in your course,
viewers will most likely need a high bandwidth connection to view it properly.
�Note that this export option has the same limitations as Export to Video: interactive elements that
you inserted in your mix will no longer be interactive after you export your mix to this format; and
analytics will not be collected or made available by Office Mix.
Office Mix best practices
Congratulations! You decided to use Office Mix for your recorded lessons rather than investing in
traditional video-making equipment includes screencasting software, pen annotation, interactive
whiteboards, high-end microphones, video cameras, recording software, and
compositing/editing software.
But that's just the start. Below are seven steps for creating video-based lessons that will help you create
mixes that engage your students' minds and attention:
1. Keep it short (6 minutes or less).
Shorter videos are much more engaging to students who are growing up in the YouTube generation
than videos the length of a TV program or more. Studies show that engagement drops sharply after
just six minutes. If you plan your lessons so that one video equals one topic, you're more likely
students to keep your students' attention with many short videos (e.g., five six-minute videos) than
with one long video (e.g., one 30-minute video).
2. Don’t feel compelled to use video.
Video slides take longer to record, and more iterations to get right. A common practice is to use a
full screen video for the introduction and then switch to audio and inking. This makes it much
faster to create your mix. However, videos that show you talking directly to your students are
more engaging. Think about when and where students will benefit most from seeing you speaking
to them, either in a thumbnail video in one corner of the mix, or in a full-size video that takes up
the entire area of the mix.
3. Amateur, authentic videos beat high-end, rehearsed recordings.
Videos with an "indie" feel, meaning they can be rough-around-the-edges but communicate your
message clearly, are often more engaging than high-fidelity studio recordings that feels as if they've
been rehearsed over and over. To give your videos more of an authentic look and feel, record them
in an informal and familiar setting, like the office where you hold office hours for students. You'll
save money by not renting a sleek and polished space, and you'll create the one-to-one atmosphere
that will put your students at ease.
4. Draw on your slides just like you'd draw in your classroom.
Tutorials in which instructors draw on tablets, like the ones produced by Khan Academy, are easier
to follow than PowerPoint slide shows or screencasts that run from start to finish without the
instructor calling the students' attention to specific information. Introduce motion, animation, and
inking into your lessons, along with audio or video or yourself speaking, so that students can follow
along with your thought process.
5. Plan your lessons with MOOC in mind.
High-quality, pre-recorded classroom lectures are not particularly engaging, even when they're cut
�into shorter segments for a MOOC (Massive Open Online Course). If you must record a classroom
lecture, keep the MOOC format in mind and partner with instructional designers who understand
the best way to deliver online training or education.
6. Be energetic, enthusiastic, and when appropriate, funny.
Have you ever watched a video in which an instructor drones on? Delivering the same material with
energy and enthusiasm can makes a huge difference, especially if you inject your own brand of
humor into it, the same way you would in a classroom. If you think you need to speak slowly so that
students can follow along, remember that they control the playback: they can pause and rewind the
video, and watch it as many times as they need to.
7. Focus on sequential viewing for lectures, non-sequential viewing for tutorials.
Students engage differently with recordings of lectures and tutorials. They're likely to watch a
lecture from start to finish, whereas they're more likely to jump in and out of different parts of a
tutorial. So add support for the non-sequential viewing experience of your tutorials, such as the
ability to: skim a section (by adding callouts that summarize slide content); jump around (by
inserting hyperlinks to other slides and slide sections); and enter the tutorial at any slide.
Slide Recording: tips & tricks
Slide recordings are a powerful way to add audio, video, and inking to a presentation. But what happens
when you create a slide recording of a slide that contains many effects, like animations, transitions,
sound effects, etc.? To make sure your slide recording always plays the way you want, Office Mix will
not record the following slide elements:
Triggered animations (that you add by clicking Trigger on the Animations tab)
Sound effects (that were not recorded in Office Mix but were instead added to a motion
path animation on the Animations tab)
Hyperlinks that are inside a table or that open a custom slide showCheck out the tips and tricks
below to make sure your slide recording plays back the way you expect.
Audio tips & tricks
If you haven't already read Getting Started: tips & tricks, be sure to read tip #4: Test your audio level
before you start recording.
1. Invest in a better mic than what's built into your tablet or laptop.
Office Mix does not recommend a particular make or model of microphone, but it's easy to find
good alternatives to what's built into your computer by searching for "high quality podcast
microphone" on your favorite electronics shopping sites. See search results by Bing.
2. Choose the right Audio and Video setting for what you plan to record.
By default, Office Mix is set to record audio at a low bit rate, which is suitable for voice recordings,
�and keeps your mix file smaller. But if you plan to record music, for example, and you want to
capture the full range of that music at high fidelity, then you should change the default setting. To
do this:
o In the Audio and Video pane, click the Settings button that looks like a gear:
o
o
In the dialog box, clear the Audio for voice (noise reduction and auto-adjust volume)
checkbox.
Click OK.
For more information about the different audio settings and how to set up your mic correctly, watch
Mix Audio.
Video tips & tricks
Because Office Mix keeps track of timings for your audio, video, and inking, adding other elements that
have timings (animations, transitions, etc.) to a slide could produce unpredictable results. For that
reason, follow these video tips to make sure that your screen recording always plays the way you
expect.
1. Do not insert more than one video on a slide.
If a slide contains two videos, Office Mix won't know which one to play first. However, there is a
workaround if you want to insert two videos on a slide:
o Create two identical-looking slides.
o On the first slide, insert video 1 and an image of video 2.
o On the second slide, insert video 2 and an image of video 1.
When your mix plays, video 1 will play on the first slide and video 2 will play on the second slide.
But to the user, it will look as if video 1 will play and then video 2 will play on the same slide.
2. Do not insert an animation on a slide that contains a video.
The same challenge applies to this situation as to the situation above. The good news is that you
can use the same workaround:
o Create two identical-looking slides.
o Decide whether you want the animation or the video to play first.
o On the first slide, insert the element you want to play first, and also insert an image of the
element that will play second. For instance, if you want a video to "float in" to your slide,
add that animation effect to an image of your video.
o On the second slide, insert the element you want to play second and an image of the
element that played on the slide 1.
3. You cannot ink on a video or interactive content (the one you insert by clicking Quizzes Videos
Apps).
4. You can change the size of your video after you create your slide recording.
Before you create a slide recording, you need to select either Thumbnail or Full Screen below the
video preview. After you finish recording and close the Slide Recording window, the video will
appear on your slide. At that time, you can dynamically resize it the same way you would resize
any other shape on your slide.
5. Choose the right Audio and Video setting for what you plan to record.
�By default, Office Mix is set to record video at a low resolution, which is suitable for most videos,
and keeps your mix file smaller. But if you want to record in high definition (HD) for a mix that you
plan to save as a video and not upload to the Office Mix website, then you need to change the
default setting. To do this:
o In the Audio and Video pane, click the Settings button that looks like a gear:
o
o
In the dialog box, select the Record HD Video (not for web) checkbox.
Click OK.
Inking tips & tricks
If you haven't already read Office Mix best practices, be sure to read tip #4: Draw on your slides just like
you'd draw in your classroom.
1. For best-quality ink strokes, use a digitizing tablet instead of a mouse.
A pen or stylus will give you more control over what you draw than a mouse (or a keyboard, for
that matter).
2. Focus viewers on the inking and not on video of your drawing.
Unless you're an art teacher and you want your students to see you in the act of creating ink
strokes, don't include video of yourself inking because it will divide their attention. But do include
audio of yourself talking while you're inking so students know why you're drawing their attention
to something on your slide.
3. Move your microphone far away from your input device.
When possible, ink as far away from your mic as possible to avoid the clicking sound that pens,
styluses, and mice make when you draw on a slide.
��
Dublin Core
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Title
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Toolkit - Software Resources
Subject
The topic of the resource
Collection of WebCampus-related resources as well as general software guides.
Description
An account of the resource
Collection of WebCampus-related and other software resources for use in the Humanities Toolkit.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky [ VHC]
Contributor
An entity responsible for making contributions to the resource
Lisa Frazier; Carrie Miesner
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Using OfficeMix to Spice Up Your WebCampus Course Content
Subject
The topic of the resource
Handout on the new OfficeMix software debuting in Spring 2016.
Description
An account of the resource
The handout distributed during the Spring 2016 WebCampus In-Service, featuring an overview of the new OfficeMix software available for Powerpoint and in WebCampus..
Creator
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Lisa Frazier
Publisher
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Great Basin College
Date
A point or period of time associated with an event in the lifecycle of the resource
14 January 2016
Rights
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016
Design
Faculty
how-to
In-Service
Toolkit
WebCampus
-
https://humanities.gbcnv.edu/omeka/files/original/1dfce2a5b634fdbf5d8bf80f4a4c4853.pdf
e550451b110dd6976155450934b59e57
PDF Text
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Spring 2016 VHC In-Service: Discussions for Critical Thinking Long a staple of the live classroom, discussions have also found a central place in online classes. While asynchronous and synchronous software allows a variety of interactions, the fundamental questions of organizing good discussions remain. 1) What do I want out of discussions—content mastery, skill development, or some combination? 2) How can students be encouraged to engage in critical thinking in responding to discussions? On the next page is a selection of discussions being used by GBC faculty. As the faculty present their approaches, please consider how these discussions might parallel your answers to the questions above. VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 1 �HIST-105: European Civilization to 1648 (Scott A. Gavorsky) Discussion # 8: The Later Middle Ages A key theme in the emergence of medieval societies in the High Middle Ages (1000-1300) and the Late Middle Ages (1300-1500) was the quest for stability, which structured a number of the conflicts of the period. Discuss how medieval society sought to achieve a stable society, considering the following issues: 1) What elements contributed to the stability of medieval society? 2) What elements contributed to instability? 3) What issues did the medieval world find increasingly difficult to deal with? For the discussion, you should draw on Lectures for Week # 11: The Medieval World and Lectures for Week # 12: The Later Medieval World and the associated readings. Remember to follow the Discussion Requirements. GRC 101: Principles of Design (Kathy Schwandt) Discussion #2: Principles of Design Assignment #1 was about principles of design, and you analyzed a book cover to identify some design principles. Examine the following movie poster image. Choose one principle of design and explain how it seems to be applied in this image. Your response may be written or you may record a video using the Record/Upload Media button in the toolbar above. (Refer to the Discussions Rubric in the Week 1 Module to see how your discussion posts are graded.) Make your first post by 8:00 p.m. (PST), Sunday, September 8. Respond by 1:00 p.m. (PST), Wednesday, September 11 to at least two other students’ postings for this topic. INT 339: Capes and Cultures (Joshua Webster) Discussion: Batgirl Cover Controversy This week's Discussion Assignment asks you to do a bit out of outside research on the dispute over the Batgirl variant cover. Start by reading the article posted in the module and, from there, research the issue in greater detail and find at least three other articles, blogs or discussions of the cover and the larger issues it connects to. You should look for sources that are taking a stance on the cover, and try to look at articles covering each side of the issue. Once you have done your research, write a brief argumentative post that analyzes the different viewpoints and also provides your stance on the issue, making sure you justify your own stance with logical arguments and support from your research. Your argument should be thesis-driven and you absolutely, 100% need to cite your sources in MLA style, so make sure you do so. The length of your post should be 300 to 500 words. Additionally, you are required to respond to the posts of two fellow classmates, preferably ones who take a view that opposes your own. VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 2 �3) How can discussions be assessed for both content and/or skills development? GENERAL NOTES: Note: The VHC’s Core Humanities Skills flyer is on the reverse of this sheet. Thank you for attending this VHC In-Service. Please take a few minutes and fill out our event survey at: https://docs.google.com/a/gbcnv.edu/forms/d/1f3cfD2hNpzNUu6r4imno1ymEAYyTg3HanxNCJRYZHuw VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 3 �At the heart of GBC’s Virtual Humanities Center (VHC) is this list of core skills and habits of mind that the humanities encourage and promote. Every aspect of the VHC is centered on these skills. They are not only college learning skills, but life skills, and they are aligned with GBC’s General Education Objectives. Humanities Core Skills/ Habits of Mind ÐÐ the capacity to write intelligently, lucidly, and fluently ÐÐ the capacity to speak intelligently, lucidly, and fluently ÐÐ the capacity to communicate through a variety of media: visual, performance, design & composition ÐÐ the ability to participate effectively in deliberative conversation ÐÐ the ability to analyze and interpret visual communication General Education Objective: Communication Skills ÐÐ the ability to use facts: working from evidence to a conclusion (induction) ÐÐ gathering enough facts to warrant the conclusion ÐÐ making valid inferences based on facts ÐÐ using accurate observation to form a hypothesis and then test it (the scientific method) ÐÐ the ability to use principles: working from principle(s) to a conclusion (deduction) ÐÐ avoiding prejudices, pressure from authority or peers ÐÐ avoiding flaws in thinking: personal attack, overgeneralization ÐÐ the ability to absorb, analyze and interpret complex artifacts or texts ÐÐ the ability to assess the reliability and validity of information, especially on the web ÐÐ the ability to synthesize information from diverse sources ÐÐ the ability to place data into a larger context ÐÐ the ability to make decisions based on evidence ÐÐ the ability to analyze and interpret abstract ideas ÐÐ the ability to recognize and compensate for ambiguity ÐÐ the ability to prioritize ÐÐ the ability to innovate ÐÐ the capacity for curiosity General Education Objective: Critical [and Creative] Thinking Visit our website at humanities.gbcnv.edu ÐÐ the ability to understand the historical and cultural foundations of ethical behavior, and develop and apply a personal code of ethics based on that understanding ÐÐ the maturity to take responsibility for one’s thinking and actions ÐÐ the capacity to express an opinion that diverges from that of the majority [OR the ability to hold and defend a divergent point of view and to allow others the same right] ÐÐ the capacity to recognize the validity of alternate viewpoints or opinions ÐÐ the capacity to recognize multiple perspectives, from local to global ÐÐ the capacity to accept diversity of people and ideas ÐÐ the capacity for a critical understanding of fine arts expressions ÐÐ an awareness of the past and its application to the present ÐÐ the application of knowledge to real-world problems General Education Objective: Personal/Cultural Awareness ÐÐ the ability to utilize new technologies as they are developed ÐÐ the ability to understand the ethical implications of technological advances ÐÐ the ability to use technology to benefit humanistic inquiry, not to replace it ÐÐ the ability to capitalize on technology as a tool to enhance the experience of the humanities ÐÐ the ability to use technological tools to expand and extend our understanding of what it means to be human General Education Objective: Technological Understanding
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
An entity responsible for making contributions to the resource
Kathy Schwandt; Joshua Webster;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Discussions for Critical Thinking" - In-Service Handout
Subject
The topic of the resource
The handout distributed to participants at the VHC In-Service "Discussions for Critical Thinking," 21 January 2016.
Description
An account of the resource
The handout distributed to participants at the VHC In-Service "Discussions for Critical Thinking," 21 January 2016. The handout was intended to be a guide for the workshop discussions and includes three sample discussions from GBC faculty presenters.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
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GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
21 January 2016
Contributor
An entity responsible for making contributions to the resource
Joshua Webster; Kathy Schwandt;
Rights
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Format
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pdf file
Language
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English
Design
Design 2015-2017
Discussions
Faculty
humanities education
In-Service
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/0ae5e93257b596567e75b837d09936c8.pdf
7d77bf9a2b779fc2489b6ac343250674
PDF Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
An entity responsible for making contributions to the resource
Kathy Schwandt; Joshua Webster;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Text
Any textual data included in the document
<p><span style="font-size: medium;"><strong>These requirements should be followed in the graded discussions unless specifically noted otherwise in the discussion post.</strong></span></p>
<p><span style="font-size: medium;">At the collegiate level, history courses are far more concerned with the whys of history. Facts such as dates, institutions, and persons are important, but they are only part of understanding history. Understanding why historical events and processes occurred the way they did and the connections between them is a far more complex and far more difficult skill. Discussion with colleagues to argue the importance of various pieces of evidence is the best way to arrive at this understanding.<br /><br /></span></p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">INITIAL POSTING</span><br /></strong>The Initial posting is due by Thursday evening of the assigned week. It should be 300 words and engage with the historical issues raised in the discussion prompts. The purpose is to analyze the week's readings (both the textbook and any additional primary sources) and discuss the major ideas presented. To achieve this, you should be prepared to answer the discussion prompts AND explain and support your arguments with direct evidence drawn from the readings.</span></p>
<p><span style="font-size: medium;">Note that you will not be able to view any other postings until you submit your initial discussion post.<br /><br /></span></p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;"><strong>SUPPORTING ARGUMENTS IN POSTS USING SOURCES</strong></span></strong></span></p>
<p><span style="font-size: 12pt;">For the initial post and the responses, the point is not merely to "answer the question," but also to explain the basis for this answer based on evidence from source material. Sources are divided into three broad groups, based on their origin:<br /></span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #008000;"><strong>PRIMARY SOURCES</strong> <strong>=</strong> <strong>Evidence</strong></span> = Documents <span style="text-decoration: underline;">composed</span> in the time period being studied, providing the perspective of the people living at the time. These are the most powerful basis of arguments, since they represent what historical actors saw and why they say they pursued certain actions. Most of the discussions will revolve around the analysis of primary sources.</span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #3366ff;"><strong>SECONDARY SOURCES = Interpretation</strong></span> = Scholarly articles (peer-reviewed) or books based on analyzing primary sources. These are modern scholars discussing the events of the past.</span></p>
<p style="padding-left: 90px;"><span style="font-size: 12pt;"><strong>Scholarly (Peer-Reviewed) Sources:</strong> <span style="color: #3366ff;">Secondary</span> (and some <span style="color: #800000;">tertiary</span>) sources which have been submitted prior to publication to reviewers working in the same field of study who provide feedback to the author and insure the source meets evidentiary and methodological standards. Scholarly sources exclusively should be used at the collegiate level.</span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #800000;"><strong>TERTIARY SOURCES = Summaries</strong></span> = Textbooks, encyclopedias, Wikipedia, etc. Although some tertiary sources such as course textbooks are useful for basic information, most tertiary sources--especially encyclopedia sites such as Wikipieda, SparkNotes, and Ask.com--should be avoided in collegiate-level writing.</span></p>
<p style="padding-left: 90px;"><span style="font-size: 12pt;"><strong>Popular Sources:</strong> Most websites such as PBS, NPR, or History.com are tertiary sources aimed at a popular audience, and are not scholarly in orientation. They should be avoided in collegiate-level work. Instead, seek out out peer-reviewed items from the <a id="" class="" title="" href="http://www.gbcnv.edu/library/" target="">GBC Library's journal databases</a>. If you have any doubts, just ask in an e-mail.</span></p>
<p><span style="font-size: 12pt;">While you are welcome to use outside sources, the purpose of the discussions are to engage with the assigned readings, especially the <span style="color: #008000;"><strong>primary sources</strong></span> and the textbook. Outside sources should be rarely used (if at all), and, of course, always cited, as described below.<br /><br /></span></p>
<p><span style="text-decoration: underline; font-size: medium;"><strong>CITATIONS</strong></span><br /><span style="font-size: medium;">Since supporting information is being used, citations will be required (even for information taken from the textbook). Citations are required anytime that information is used from a source, regardless of how that information is used. Direct quotes and statistics should always be cited, as should paraphrases and summaries. There is no minimum or maximum number of citations required; the number is based on what evidence you are using in your argument.</span></p>
<p><span style="font-size: medium;">Given the limitations of the WebCampus system, citations can be given in a modified MLA parenthetical format, giving the source (usually identified by the author's last name) and a page or other reference number. Citations should follow the specific datum being cited.</span></p>
<ul>
<li><span style="font-size: medium;"><strong>EXAMPLE 1: Summary of Specific Information taken from a Source</strong></span><br /><span style="font-size: medium;">The average ancient Egyptian lived in a small family group, indicated by the small size of typical Egyptian houses (McKay, et al., 26). <br /><br /></span></li>
<li><span style="font-size: medium;"><strong>EXAMPLE 2: Direct Quotation from a Source</strong></span><br /><span style="font-size: medium;">Hammurabi's Code provides for capital punishment if a builder kills someone because "his work is not strong" (Hammurabi, 16). <br /><br /></span></li>
<li><strong><span style="font-size: medium;">EXAMPLE 3: General Knowledge not Needing Citation</span></strong><br /><span style="font-size: medium;">Mesopotamia is the land between the Tigris and the Euphrates rivers.</span></li>
</ul>
<p><span style="font-size: medium;">The practices of proper citations are discussed more fully in the video for the Academic Integrity Quiz, available when Discussion # 2 is available.</span></p>
<p> </p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">RESPONSE POSTINGS</span><br /></strong>At least two responses to colleagues' posts </span><span style="font-size: medium;">are due</span><span style="font-size: medium;"> </span><span style="font-size: medium;">by Sunday evening. These posts should be at least 150 words and engage with the historical arguments advanced by the original poster. </span><span style="font-size: medium;">As with the initial posts, evidence should be used to support your position.</span></p>
<p><span style="font-size: medium;">Responses such as "Good job" are certainly welcome, but not sufficient. Also note that the goal is NOT to critique colleagues' writing styles, citations, or grammar, but to engage with the ideas and the historical content being argued.</span></p>
<p><span style="font-size: medium;">Students should also feel free to post questions about the course readings in the discussion posts. As noted below, I will be in and out of discussions over the week, and will answer the questions as I come across them.</span></p>
<p> </p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">DISCUSSION ETIQUETTE</span><br /></strong>The general policy outlined in the Course Syllabus applies to all course discussions. We will likely disagree on our interpretations of the readings, but those disagreements should be handled through debate supported by evidence, not direct attacks. </span></p>
<p><span style="font-size: medium;">Serious or repeated violations will subject the student to removal from the course.</span></p>
<p> </p>
<p><span style="font-size: medium;"><span style="text-decoration: underline;"><strong>SUMMARY POSTING</strong></span><br />I will be in and out of the discussions each week, primarily to spark further discussion and keep an eye out for any problems. At the end of each week's discussion, I will post a summary of my views on the discussion prompts. Note these posts are not necessarily the answers, but part of the ongoing conversations.</span></p>
<p> </p>
<p><span style="font-size: medium;"><span style="text-decoration: underline;"><strong>GRADING RUBRIC</strong></span><br />As with all work in the course, grading is based on content, grammar, and style simultaneously. The Discussion Posting Rubric is given below, and can be viewed with each weekly Discussion prompt.</span></p>
<table style="width: 100%;" border="1" cellpadding="2">
<tbody>
<tr>
<td style="text-align: center;" colspan="9"><span style="font-size: medium;"><strong>DISCUSSIONS POSTING RUBRIC</strong></span></td>
</tr>
<tr>
<td style="text-align: center;"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Criteria</span></strong></span></td>
<td style="text-align: center;" colspan="7"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Ratings</span></strong></span></td>
<td style="text-align: center;"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Pts</span></strong></span></td>
</tr>
<tr>
<td width="25%">
<p><strong><span style="font-size: medium;">INITIAL POST</span></strong><br />300 words<br />(due by Thursdays at 11:59 pm)</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to all discussion prompts and supports arguments with specific evidence drawn from the readings.</p>
<p>6 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to all discussion prompts, but at least one is unsupported with evidence from the readings.</p>
<p>5 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to two of the discussion prompts and supports them with evidence from the readings, but ignores one of the prompts.</p>
<p>4 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post answers two of the discussion prompts, but fails to support them with evidence from the readings<span>.</span></p>
<p>3 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post fails to answer two of the prompts, answering only a single prompt supported with evidence from the readings.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p><span>Post fails to engage with the specific discussion prompts or the assigned readings.</span></p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>No post submitted.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;" width="5%"><span style="font-size: medium;">6</span></td>
</tr>
<tr>
<td><span style="font-size: medium;"><strong>CITATIONS</strong></span><br />(applies to both Initial Post and Responses)</td>
<td style="vertical-align: top;" colspan="3">
<p>All evidence used in the initial post and the responses is properly cited, including both source and page number.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>Significant number of citations missing or incomplete.</p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;">
<p>No citations included with postings.</p>
<p>0 pts</p>
</td>
<td>
<p style="text-align: center;"><span style="font-size: medium;">2</span></p>
</td>
</tr>
<tr>
<td>
<p><span style="font-size: medium;"><strong>SPELLING / GRAMMAR</strong></span><br />(applies to both Initial Post and Responses)</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>A few minor grammatical and spelling errors that do not harm the meaning of the posts.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>Frequent or recurring grammatical or spelling errors.</p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;">
<p>Errors to the extent that understanding the post is difficult.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;"><span style="font-size: medium;">2</span></td>
</tr>
<tr>
<td><span style="font-size: medium;"><strong>RESPONSES</strong></span><br />150 words EACH<br />(two required by Sundays at 11:59 pm)</td>
<td style="vertical-align: top;" colspan="2;">
<p>At least two responses which both engage with the initial poster's responses in a substantial manner and are supported by evidence from the readings.</p>
<p>5 pts</p>
</td>
<td style="vertical-align: top;">
<p><span>Two responses, but at least one fails to engage with the initial poster's responses with support from the readings.</span></p>
<p>4 pts</p>
</td>
<td style="vertical-align: top;">
<p><span>Two responses, but neither response engages with the initial poster in substantive manner supported from the readings.</span></p>
<p>3 pts </p>
</td>
<td style="vertical-align: top;">
<p>Only one response included, which<br /><span>engages with the initial poster's responses in a substantial manner and are supported by evidence from the readings.</span></p>
<p>2 pts </p>
</td>
<td style="vertical-align: top;">
<p>Only one response included, which does not engage with the initial poster's responses in substantive manner supported from the readings.</p>
<p>1 pt </p>
</td>
<td style="vertical-align: top;">
<p>No responses to colleagues' posts included.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;"><span style="font-size: medium;">5</span></td>
</tr>
<tr>
<td style="text-align: right;" colspan="8"><span style="font-size: medium;"><strong>Total Possible Points </strong></span></td>
<td style="text-align: center;"><span style="font-size: medium;"><strong>15</strong></span></td>
</tr>
</tbody>
</table>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Discussion Requirements for a History Survey Course
Subject
The topic of the resource
Example discussion requirements for a History Survey Course, including a rubric for grading.
Description
An account of the resource
<p>Example discussion requirements for students for a History Survey course, in this case HIST 105 (European Civilization to 1648). The requirements includes the rubric for grading.</p>
<a title="Discussion Requirements for History Survey Course" href="/omeka/files/original/0ae5e93257b596567e75b837d09936c8.pdf" target="_blank" rel="noopener">Download pdf of full page</a>
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Format
The file format, physical medium, or dimensions of the resource
HTML coding that can be copied-and-pasted.
INSTRUCTIONS:
1) Copy the HTML text.
2) In WebCampus course shell, click Add New Page.
3) In page editor, click on "HTML Editor"
4) Paste the text into the HTML Editor.
5) Save and test links.
6) Place in any desired course module.
Language
A language of the resource
English
Design
Design 2015-2017
Discussions
Faculty
In-Service
rubric
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/a5b61644e580beb37ac7a1023c356359.pdf
bfe745366d5082bd5b3751bf130a3ac3
PDF Text
Text
DISCUSSIONS POSTING RUBRIC (for History Survey Course)
Ratings
Criteria
Initial post responds Initial post responds Initial post responds Initial post answers
to all discussion
to all discussion
prompts and
to two of the
Initial post fails to
Post fails to engage with the
two of the discussion answer two of the
prompts, but fails to
prompts, answering
assigned readings.
supports arguments
one is unsupported
and supports them
support them with
only a single prompt
with specific
with evidence from
with evidence from
evidence from the
supported with
evidence drawn from the readings.
the readings, but
readings.
evidence from the
the readings.
ignores one of the
No post submitted.
specific discussion prompts or the
prompts, but at least discussion prompts
Pts
0 pts
INITIAL POST
300 words
(due by Thursdays at
11:59 pm)
1 pt
5 pts
6
readings.
3 pts
prompts.
6 pts
2 pts
4 pts
CITATIONS
(applies to both Initial
Post and Responses)
SPELLING /
GRAMMAR
(applies to both Initial
Post and Responses)
All evidence used in the initial post and the responses is properly Significant number of citations missing or incomplete.
No citations included
cited, including both source and page number.
with postings.
1 pt
2 pts
0 pts
A few minor grammatical and spelling errors that do not harm the Frequent or recurring grammatical or spelling errors.
Errors to the extent
meaning of the posts.
2
that understanding
1 pt
the post is difficult.
2 pts
2
0 pts
At least two responses which both engage Two responses, but
Two responses, but
Only one response
Only one response included,
No responses to
with the initial poster's responses in a
at least one fails to
neither response
included, which
which does not engage with the
colleagues' posts
substantial manner and are supported by
engage with the
engages with the
engages with the
initial poster's responses in
included.
RESPONSES
evidence from the readings.
initial poster's
initial poster in
initial poster's
substantive manner supported
150 words EACH
(two required by
Sundays at 11:59 pm)
responses with
substantive manner
responses in a
from the readings.
5 pts
support from the
supported from the
substantial manner
0 pts
5
1 pt
readings.
readings.
4 pts
and are supported by
3 pts
evidence from the
readings.
2 pts
Total Possible Points
15
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Rubrics
Subject
The topic of the resource
Collections of rubrics and related material contributed by GBC Faculty
Description
An account of the resource
Collections of rubrics and related material contributed by GBC Faculty
Creator
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GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Discussions Posting Rubric for a History Survey Course
Subject
The topic of the resource
A grading rubric for discussion posts used for History survey courses.
Description
An account of the resource
This grading rubric for discussion posts was developed for History survey courses, although it is generic enough to be used for any types of courses. The rubric is set up based on a three-prompt discussion model, with an initial post and two required responses.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Source
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Discussion Requirements for History Survey Courses [<a title="Discussion Requirements for History Survey Course" href="/omeka/exhibits/show/humanities-toolkit/item/124" target="_blank" rel="noopener">http://humanities.gbcnv.edu/omeka/exhibits/show/humanities-toolkit/item/124</a>]
Publisher
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GBC Virtual Humanities Center
Date
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21 January 2016
Rights
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016
Relation
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<a title="Humanities Toolkit - Discussions" href="/omeka/exhibits/show/humanities-toolkit/discussions" target="_blank" rel="noopener">Humanities Toolkit / Discussions</a>
Format
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pdf; 1 page
Language
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English
Design
Design 2015-2017
Discussions
Faculty
In-Service
rubric
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/6126ca3320498fa0bcfe859d017854b2.jpg
0b04267cd9d7a5eb0f06073f0e7f11c1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design for the Human Spirit (Theme 2015-2017)
Subject
The topic of the resource
Materials related to the VHC Theme for 2015-2017--Design for the Human Spirit.
Description
An account of the resource
What is design, and how does it impact humans? Over the next two years, the Virtual Humanities Center will explore the role of design at GBC, the communities it serves, and the larger world.
Creator
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GBC Virtual Humanities Center
Publisher
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GBC Virtual Humanities Center
Date
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August 2015 - July 2017
Contributor
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Scott A. Gavorsky [VHC]
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Sun Dance in Silver Bow: Urban Indian Poverty in the Shadow of the Richest Hill on Earth
Subject
The topic of the resource
<p>Nicholas Vrooman's talk on the history of the Little Shell Tribe to Dr. John Patrick Rice's COM 101 class at GBC on 28 January 2016.</p>
<p><a title="Nicholas Vrooman Talk - 28 January 2016" href="http://gbcnv.mediasite.com/mediasite/Play/00948c469ea045d2aa0b59647f324eed1d" target="_blank" rel="noopener">View Event [MediaSite Presentation]</a></p>
<p>Event sponsored by <a title="Nevada Humanities dot org;" href="http://www.nevadahumanities.org/" target="_blank" rel="noopener">Nevada Humanities</a> and the <a title="Western Folklife Center dot org" href="http://www.westernfolklife.org/" target="_blank" rel="noopener">Western Folklife Center</a></p>
Description
An account of the resource
Nicholas Vrooman discusses the history of the Little Shell Tribe of Chippewa Indians of Montana, a polyethnic community of Native Americans forming from Cree, Assiniboine, and French roots in the first half of the nineteenth century.
Vrooman was the first State Folklorist of North Dakota and the second State Folklorist of Montana. Currently, Vrooman directs Northern Plains Folklife Resources, based in Helena, Montana.
Vrooman is contracted by the Native American Rights Fund to help write for the Little Shell Tribe of Montana their petition for federal recognition to the Department of the Interior. Vrooman wrote and produced the Little Shell Tribe’s official history book, “The Whole Country was ‘One Robe’”: The Little Shell Tribe's America," funded by the State of Montana.
“The North American West has multiple narratives of who we are and from where we come, some of which are concealed,” says Vrooman. “Finding a voice for some of these little known stories brings to light narrative threads that flesh out and enhance a deeper meaning for life in the American West.”
Creator
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Nicholas Vrooman
Publisher
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GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
28 January 2016
Contributor
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Nevada Humanities; Western Folklife Center; Robert Hannu [GBC]; Scott A. Gavorsky [VHC]
Rights
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Signed permissions form on file:
http://humanities.gbcnv.edu/omeka/items/show/128 [authorized users only]
Format
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MediaSite Stream
Language
A language of the resource
English
Action
Communication Skills
Community
Cowboy Poetry Gathering
Design
Design 2015-2017
Little Shell Tribe
Native Americans