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AECT Presentation)Flipped Classroom_Camtasia
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AECT Presentation)Flipped Classroom_Camtasia

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  • The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository. While a prerecorded lecture could certainly be a podcast or other audio format, the ease with which video can be accessed and viewed today has made it so ubiquitous that the flipped model has come to be identified with it. Benefits of flipping– customization, individual attention, improved instructor-student interaction.What the flip does particularly well is to bring about a distinctive shift in priorities— from merely covering material to working toward mastery of it. supporting project-based and lab-style efforts during regular class times
  • 4) ReflectionEvery time you have students watch a video, just like you would with any instructional activity, you must build in reflective activities to have students think about what they learned, how it will help them, its relevance, and more. If reflection is not a regular part of your classroom culture, then implementing the flipped classroom will not be as effective. Students need metacognition to connect content to objectives, whether that is progress in a GBL unit, or work towards an authentic product in at PBL project.Students are therefore not viewing entire lectures, they are seeking out specific information for revision.Most interestingly, in the book ‘Brain Rules’, John Medina claims that the typical natural attention span is about 10 minutesMy idea was to use lecture capture to deliver some content and then to use lecture time to have more give and take, to cover ‘tough’ material, to encourage students to arrive at lecture ‘prepared’ to learn. Learn to use desktop capture to deliver short, focused content that can be broken up with online and offline interactive activities and that isn’t constrained by physical room timetabling constraints.
  • A little music can add style to your presentation and make your presentation interesting. livier
  • Tip #6. Record your video in smaller segments that can be spliced together later.Recording your screencast in small segments makes it easier to manage the size of individual video files, and it can be a huge blessing if you need to make edits or corrections to certain frames. Try to keep each segment less than five minutes long, or even less than 3 minutes if possible. You can always splice segments together later on, but it's a much more painstaking process to cut the middle of a segment out and replace it with another clip.Consider recording your video and audio separately.One great feature in Camtasia is the ability to separate your video and audio tracks. Basically, this means that you can narrate your video while recording your screencast, and then you can replace that audio file during the editing process. So, when making the initial recording, you can speak slowly and comfortably without worrying about leaving something out. Recording the audio first allows you to capture a natural speaking pace that you can then match the video to. With some practice you can learn to follow along to the audio track and get a smoother, more efficient presentationNever record the entire screenor desktop videos I think that 800×600 is the best size for viewing where you can still see what’s going on. If you use 1024×768 and it plays in a browser, especially one with a bunch of toolbars, it may be too big for some monitors, On the other hand I hate desktop videos on YouTube that are so small you can’t see what’s happening. You can also use widescreen formats like 1280×720 like you would use for uploading to YouTube, but I’ve found I lose too much real estate when recording in 16:9 – most of what is important is in the middle, not on the edges.If you intend to create a Flash video, you can take advantage of Camtasia’s closed captioning and markers to enhance the video. The easiest way to input the captions Is to copy and paste your script then play the video back set the break points in the text to line up with the audio. Markers can be placed at the beginning of each section of your video to allow viewers to skip ahead and find what they need in a larger video. Captions and markers can be adjusted as needed, but be careful if you go back and edit the video after you place these since they will shift with the video and may be lost. It’s best to add the captions and markers last when you have all the audio and video edited to avoid this issue. CaptionsQuizzesTable of Contents
  • Transcript

    • 1. Flipping your Course? Engaging Lecture Captures 101 with Camtasia
    • 2. Common Flipped Classroom Structure Pre-f2f lectures/Online Assignments F2f Activities& dialogue Post-f2f online follow-up Blended & Integrated Division of Information Technology
    • 3. Lecture Captures First question to ask: Do I have to deliver lectures using videos? Division of Information Technology
    • 4. Video Lecture Issues • Passive Learning experience • Too long • No engagement between content and students Division of Information Technology
    • 5. Lecture Captures Planning Planning: • Lecture content chunking and length—Learning objects • Lecture content format options Narrated PowerPoint audio + slides PowerPoint slides + other videos + screen captures Screen captures Including instructor’s video? • Build break points and reflective activities (Non-linear flow, user clicking, built-in table of contents, in-video quizzing) • Integrate video lectures with other online or classroom activities. • Design the flow and structure Division of Information Technology
    • 6. Strategies Show in Camtasia 1. User clickable area http://youtu.be/bLPq4AcH-bc http://www.screencast.com/t/nRS3IuQb 2. Build questions/assessments at strategic intervals 3. Using Table of Contents 4. Include music/other voices/ 5. having TAs asking questions during lectures/ 6. Online/classroom activities on video content Division of Information Technology
    • 7. Examples Various of Content + talking head (using tablet PC to annotate while speaking) http://www.techsmith.com/camtasia-casestudy.html (1:00) http://streaming.umd.edu/academic/ccjs320/CCJS320BL/Navigating_thru_Canvas.mp4 http://streaming.umd.edu/academic/ccjs320/CCJS320BL/Module2B.mp4 Quizzes examples: http://www.screencast.com/t/8zAY0ZnsM User Clicking: http://www.screencast.com/t/TkrtqIp94x Table of Contents Having students creating their own video lectures http://www.screencast.com/t/QiPaAHy2rYa Division of Information Technology
    • 8. Other Screencasting Software Free screencasting software • Jing (.SWF) • Screencast-o-Matic (web-based, MOV) • CamStudio (For Wins, AVI , SWF) • Screenr (by Articulate, web-based, SWF) • Webinaria (For Wins, .FLV) Division of Information Technology
    • 9. Division of Information Technology
    • 10. Contact Jun Yang Instructional Designer Division of Information Technologies University of Maryland junyang8@umd.edu Division of Information Technology

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