Sloan 2008 - iPod+Faculty Development + LMS Migration
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Sloan 2008 - iPod+Faculty Development + LMS Migration

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Presentation from Sloan-C ALN Conference, Orlando, FL, November 7, 2008

Presentation from Sloan-C ALN Conference, Orlando, FL, November 7, 2008

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  • 1. Did I Ever Tell You the One About the Faculty Development, the LMS Migration and the iPod? Clark Shah-Nelson Coordinator of Online Education, SUNY Delhi SLOAN-C ALN Conference, November 7, 2008 [email_address]
  • 2. The Setup: LMS Migration
    • Problem:
    • Migrating from WebCT to Moodle:
    • lots of need for training & support
    • difficult to schedule synchronous training
    • LMS training is more effective when learners can work self-paced (pause/rewind/review, etc.)
    • 2900 students, 200 faculty : 1 Coordinator / LMS Admin / Instructional Designer / LMS Helpdesk
    • More and more remote faculty
    ------>
  • 3. The Setup: Fac. Development
    • Idea:
    • Provide training via iPod - subscribed to podcast feed, coupled with Moodle orientation course(s)
  • 4. The Setup: Hardware
    • iPod Classic (80 gig), case, USB, earplugs
    • Desktop charger (as stand)
    • Remote control
    • AppleCare extended support
    • Cost per each full set: $341.23
    • Can be re-distributed and reused infinite times
  • 5. The Setup: Software
    • iTunes
    • Camtasia Studio - narrated screencast videos
    • Feedburner.com - RSS feed
    • Wordpress - blog - http://tinyurl.com/doecast/
    • Confluence wiki (text/image documentation) http://tinyurl.com/moodle/
  • 6. The Setup: Confluence Wiki
  • 7. The Setup: Why Wiki?
    • Text/Images - printable/PDF (as opposed to paper manual)
    • Skitch.com/Jingproject.com - image capture
    • Embedded video (users have all options)
    • Users can easily edit, comment and update text/images according to changes and needs
  • 8. The Setup: Production Process
    • Identify common training needs
    • Produce short videos with Camtasia - save as MPEG-4 for iPod
    • Upload to blip.tv for auto-Flash conversion for accessibility to all browsers/OS’s
    • Post to blog (blip.tv automates)
    • RSS feeds to iPods
  • 9. The Setup: Orientation
    • Users install iTunes on laptop/desktop
    • Orientation to using iPod/iTunes
    • Demonstration of working with iPod
    • Subscribe to podcast and set up iPod
    • Assign users to Moodle course(s) for discussion/support
  • 10. The Setup: Orientation
  • 11. The Setup: Orientation
  • 12. The Setup: Entrance Survey stats:
    • 100% own or owned a portable media player prior to participating
    • 100% had never used a portable media player for viewing videos nor for faculty development
    • 100% had f2f training for an LMS previously, along with paper and elec. handouts
    • 0% had LMS training actually take place from within the LMS
  • 13. The Process
    • Users work on own time/space
    • Work on orientation courses as students, then on their own course as designer/instructors
    • Coordinator creates more videos as user requests, questions and issues come in (just in time)
    • Discussion, questions, etc. in LMS courses
    • Get the iPods back(!) and pass them on
  • 14. The Punchline
    • Does it work?
    • Do they learn?
    • Are they happy and satisfied?
  • 15. The Punchline
    • User Comments:
    • Likes:
    • “convenience and ability to replay videos while using my computer”
    • “Being able to watch the video, pause it, and work on the course concurrently.”
  • 16. The Punchline: Satisfaction
    • Learned Moodle skills? 100% Yes.
    • Enjoyed convenience? 100% Yes.
    • Used pause/rewind? 100% Yes.
    • Reviewed entire videos? 100% Yes.
    • Prefer to view video on computer? 33% (screen size too small)
  • 17. More Faculty Comments: Likes
    • “ Ability to learn the material without having to be on campus for a face-to-face training session.”
    • “ Ability to learn at my own pace.”
    • “ If something was unclear, I could review it as many times as necessary.”
    • “ Having access to the material is a great refresher if necessary from one semester to another.”
    • “ Each of the videos was short and succinct which made it easier to grasp the concepts, review them, and consequently retain the material more effectively.”
  • 18. The End of the Joke… Guffaw, snicker, chuckle, kneeslap…
    • Questions? Comments?
    • Clark Shah-Nelson
    • [email_address]