YouTube is more than just a cute cat video site. It’s matured into one of the biggest resources for educational content ever. How can YouTube help in the classroom? Spark discussions, organise content, encourage research, supplementary materials, revision, add quizzes, quests, flipping.....
Put yourself in the learner’s chair for a moment. What would you want to hear? What would keep you interested? What would keep you awake? Some of us have the liberty of hiring professional voice talent while others are forced to cost cut and do certain things themselves... handy voiceover tips.
This report from Anglia Univerity (UK) looks at technologies that allow lecturers or tutors to record their lectures (lecture capture) and make them available digitally. The review examines some of the pedagogic benefits, as well as caveats of lecture capture systems in higher education, and discusses some of the conclusions drawn from the experiences of higher education institutions using lecture capture systems.
Idroo is an online educational multiuser whiteboard used in combination with Skype for tutoring sessions or meetings. All writing and drawing done on the whiteboard is visible to participants in real time, making it a mini virtual classroom.
Notes from a JISC conference session on screencasting by Phil Ackroyd (City College Norwich). Phil’s recommendation is to make screencasting an accepted part of toolkit – used anywhere, anytime. Norwich use screencasting for staff training, student feedback (talking over a screen showing the student’s essay – personalizes feedback & very well received), an aide memoire, marketing, student peer assessment, teacher development. Phil’s own aim is to replace lengthy booklets/handouts with screencasts and has created a library of over 100 screencasts. These tend to be very short and context specific.
Widely talked about in early e-learning circles when it was published in 1999, Geoffrey Moore first introduced the idea of innovators, early adopters, early majority, late majority, and laggards in his famous bell-curved "Technology Adoption Life Cycle". His basic point is that early adopters of technology in any organisation are 'different' (more tolerant of disruption and risk, basically), and that what works for them is unlikely to work for the mainstream or average user. It seems an obvious point, but in my 20 years in e-learning seems to only now being understood. To "cross the chasm" mainstream technology uptake needs technology that looks less "disruptive", is easy to use (normally this means well embedded in the infrastructure) and fulfils a perceived need. Hence the success of VLEs and now lecture capture.
"Video is not being used enough in online learning in post-secondary education. When used it is often an afterthought or an ‘extra’, rather than an integral part of the design, or is used merely to replicate a classroom lecture, rather than exploiting the unique characteristics of video" .Tony Bates' provides 18 reasons to use video to support teaching and learning
Internet Search, Office Suite, Self learning of tech and where to go for help, Free Tech Tips and Help, Typing, Social Media, Netiquette, Security and Safety, Hardware basics and troubleshooting, Backup data, Finding apps and software, Copyright and Citing Sources, that cranks it up to 11!
Useful screencasting tips from TechSmith; write a script before recording, run through your plan at least once without recording, be mindful of where your cursor is and speak with a fun, natural and easy to understand tone - smile!
Screencasting is a better and great way to showcase a procedure, to teach,demonstrate a service or to create video tutorials without having to write a content or an article. These 18 screencasting tools are all free to record screen but of course their features are not as much as paid ones.You can easily record your screen and add audio or edit your recorded screen videos with these tools.
Stannard doesn't use a pen, or even paper, to give his students feedback. Instead - and in keeping with his role as principal lecturer in multimedia and ICT - he turns on his computer, records himself marking the work on-screen, then emails his students the video...
Has teaching, learning and outreach been impacted in positive ways by the use of lecture capture? 100+ comments from academics using this technology. A fascinating snapshot of current thinking. To summarise:
The main point is it 'enhances learning without changing the way we teach', academics don't need extra skills or time to use it, yet previously ephemeral events now immediately become an online resource. Students increasingly expect this and want more control over their learning; viewing resources in their own time/place allows better reinforcement, reiteration, expansion of notes and revision. Some lecturers claim better retention, even grades. It allows flexibility, better access, mobility, 'time shifting' and capturing a 'visual experience' may be an important step to distance and blended learning, the 'real lecture' experience can help engagement. In a streaming (live) mode, some LC systems also allow immediate feedback and questions as well as recording.
Although not necessarily changing teaching practices, there is potential for experienced users. If students can view material before a class, more time can be spent on active dialogue and questions in class i.e. more participation, focus on understanding and less note-taking. The LC resource can be used to stimulate feedback and discussion, either in-class or online.
Students can also access LC to record their own performance, presentations and interviews.
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