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DyKnow Interactive Whiteboard Software

UCA welcomes DyKnow Vision - Contact the IDC at 450-5240 or idc@uca.edu for more information and training to set up your DyKnow classes.

Students and Faculty - Download the DyKnow Client 5.1 from the DyKnow server.


INSTALLATION NOTES:

  • When prompted, click "Save File" to desktop.
  • If prompted, click "OK" to open the executable file and continue the installation process.
  • If the installation requests a server name, type: dk1.uca.edu and continue the installation process.
  • To learn more about DyKnow Vision, visit DyKnow at http://www.dyknow.com/vision
How does DyKnow work?  Check out these links.

Instructors:  Check out Higher Education applications (case studies and videos) and tutorials for DyKnow - Online Asynchronous Training Tutorials

Students:  Check out the following link for helpful videos to make the most of your DyKnow class:  http://www.dyknow.com/support/students.aspx

Contemporary learning theory emphasizes the importance of student engagement during class.  For example, the National Research council encourages educators to provide "active learning environments for all students, even in large section, lecture dominated courses." 

DyKnow software can be used in a variety of disciplines, supporting a variety of teaching styles, to facilitate active learning environments. 

At the most basic level the DyKnow system allows the students and teacher to share written information during class.  For example, the teacher can extemporaneously draw sketches or use a keyboard to type material.  The teacher can also import material (including graphics, PowerPoint slides). All the information sketched, typed, or imported by the teacher immediately appears on each student's display. Since content can even consist of live web pages, the world is quite literally the limit in terms of what can be included!

DyKnow Vision can benefit the classroom across disciplines.  For example, students can work individually or in groups to identify color elements in a Van Gough painting, to collaborate on a business plan, to practice writing Japanese Kanji, to compare images of Indian arrow heads, or to identify a simile within a Robert Frost poem. 

Students have the opportunity to annotate and interact with the content based on class discussion, or group work.  For example, students could collaborate with their peers to fill in key components on a time line; this exercise could continue further and include more in-depth research on a single event from that time line.  The groups could then share their research, via DyKnow panels, with the entire class.  Thus, each student benefits from the teacher's initial explanation, small group discussion and research, and presenting their work to the class.  As appropriate, this work can be shared with, and annotated by, others in the class.  Each group's research could become part of every student's personal DyKnow notebook.  The work can also be saved and reviewed for later study, and can even be replayed stroke by stroke.

The possibilities are limitless because the DyKnow system supports a wide variety of content and approaches.  It is up to the teacher to decide.