Cnie

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  • Cnie

    1. 1. <ul><li>Lisa O’Neill , Instructional Development Consultant, Learning & Teaching Centre, BCIT </li></ul><ul><li>Jay Loftus , Masters Candidate, Masters of Distance Education, Athabasca University </li></ul>Best Practices for mobilizing educational media in Post Secondary
    2. 2. <ul><li>The scope of the investigation being conducted </li></ul><ul><li>Define Media Casting </li></ul><ul><li>Highlight overarching themes and misconceptions </li></ul><ul><li>Results of Faculty use and Student value surveys </li></ul><ul><li>Recommendations/Best Practices for diffusion </li></ul>An Overview
    3. 3. <ul><li>How do we assure we are diffusing innovative use of educational media? </li></ul><ul><li>How do we encourage media casting as an educational enhancement in Post Secondary? </li></ul>Supporting Faculty Innovation
    4. 4. <ul><li>If we cast media will it add value to the learning experience? </li></ul><ul><li>What pedagogical models of educational media casting do students value? </li></ul>Supporting Student Learning
    5. 5. <ul><li>No ubiquitous definition exists </li></ul><ul><li>What is podcasting to you? </li></ul>A definition of Media Casting
    6. 6. <ul><li>Common thread through most definitions in the academic literature is; Deliver content in the form of audio/video files over the internet </li></ul><ul><li>Distribution via subscription </li></ul>A definition of Media Casting (cont’d)
    7. 7. <ul><li>Rogers Diffusion of innovation theory </li></ul><ul><li>Three of his four theories of diffusion apply to media casting; </li></ul><ul><ul><ul><li>Innovative decision process theory </li></ul></ul></ul><ul><ul><ul><li>Individual innovativeness theory </li></ul></ul></ul><ul><ul><ul><li>Perceived attributes </li></ul></ul></ul>Theoretical Models
    8. 8. <ul><li>Ely’s eight conditions for the facilitation of implementation of technological innovation </li></ul><ul><ul><ul><li>dissatisfaction with the status quo </li></ul></ul></ul><ul><ul><ul><li>existence of knowledge and skills </li></ul></ul></ul><ul><ul><ul><li>availability of resources </li></ul></ul></ul><ul><ul><ul><li>availability of time </li></ul></ul></ul><ul><ul><ul><li>existence of rewards or incentives </li></ul></ul></ul><ul><ul><ul><li>Participation </li></ul></ul></ul><ul><ul><ul><li>Commitment </li></ul></ul></ul><ul><ul><ul><li>leadership Ely’s Final three conditions (1. Participation, 2. Commitment, 3. leadership) are essential to sustainability of tech. innovation (Zellweger Moser, 2007) </li></ul></ul></ul>Theoretical Models (cont’d)
    9. 9. <ul><li>Major hub of the cycle is the condition of time </li></ul>Theoretical Models (cont’d)
    10. 10. <ul><li>A 40 question online survey to Faculty at BCIT focused on USE </li></ul><ul><li>A 20 question online survey to the student body focused on VALUE </li></ul><ul><li>Redundant messaging was posted to all student and instructor areas (email, intranet, on campus posters, Facebook, etc.) </li></ul><ul><li>Open for 14 days </li></ul>The survey
    11. 11. <ul><li>Good balance of face-to-face/ online participants, representation from all schools (trades, health, technology, business) and balanced response from male female </li></ul><ul><li>Average age of Faculty respondents was 41 and half of student respondents where 25 and under </li></ul><ul><li>64 Faculty and 274 student respondents </li></ul><ul><li>83.3% of faculty knew what podcasting was </li></ul><ul><li>82.8% of students knew what podcasting was </li></ul>The survey (cont’d)
    12. 12. Change perceptions of media casting How do we assure we are diffusing innovative use of Educational media?
    13. 13. <ul><li>Computer Self-Efficacy results: </li></ul><ul><li>High score represents high CSE ( M = 41, SD = 2.36) </li></ul><ul><li>Relationship between efficacy and interest level amongst high and low groups F (12,15) = 1.19 , p < .05 </li></ul>Level of Interest in Educational Media Casting Amongst Faculty The survey
    14. 14. <ul><li>Ely’s (1990) 3 (of 8) conditions (Participation, Commitment, Leadership) </li></ul><ul><li>Support through release time </li></ul><ul><li>Encourage through recognition </li></ul><ul><li>Promotion through demonstration </li></ul>How do we encourage educational media as an educational enhancement?
    15. 15. How often do you seek support help from the TLC? <ul><li>Perceived support at all levels ... </li></ul><ul><li>Department ( M = 3.23, SD = 1.70 ) </li></ul><ul><li>School ( M = 2.92, SD = 1.216) </li></ul><ul><li>Institution ( M = 3.06, SD = 1.286) </li></ul>To note...
    16. 16. <ul><li>Students do not even come close to utilizing the original intent of casting media (distribution through subscription for playback on mobile devices) </li></ul><ul><li>They seem to treat the media being cast much the same as any media distributed through any other means (i.e. streamed, emailed). </li></ul>If we cast it will it add value to the learning experience?
    17. 17. <ul><li>Opportunity to mobilize educational media </li></ul><ul><ul><li>Results showed that 54.7% of respondents had a portable audio player </li></ul></ul><ul><ul><li>20.8% had a mobile device that allowed them to play a video file and more than half also had a cell phone that could be used as an audio/video player (having at least 2GB of storage) </li></ul></ul><ul><ul><li>43.4% of respondents had multiple mobile devices that could storage and play media </li></ul></ul><ul><li>Transit time as a means of gauging obvious “dead time” that might be utilized for playing media being cast </li></ul><ul><ul><li>54.4% of respondents took transit or walked to school </li></ul></ul><ul><ul><li>41.2% of respondents had more than a half hour to more than an hour of travel time each way </li></ul></ul>The survey
    18. 18. <ul><li>Although 82.8% of all respondents know what a podcast is, just over 70% do not subscribe to podcasts for any reason (including personal hobbies and interests) </li></ul><ul><li>Of the remaining 12.6% watch between 10-20% of them and only 9.2% watch between 80-100% of podcasts they subscribe to </li></ul><ul><li>That being said when asked if they would watch a podcast that the instructor provided to them 85.4% of respondents said that they would </li></ul><ul><li>To note: Of those that watch podcasts currently... 77.3% of respondents watch on their computer/laptop and only 20.7% watch from a mobile device </li></ul>The survey (cont’d)
    19. 19. <ul><li>When students where asked the value (from extremely valuable to no value) they associated to specific types of media casts students perceived lecture review/summary, exam study aids and video demonstrations as more valuable than others identified </li></ul><ul><li>Survey responses and comments also clearly indicated that they did not perceive student created podcasts as part of project work of much value and felt that student created podcasts transferred the burden of teaching from instructor to students. </li></ul>What pedagogical models of media casting do students value?
    20. 20. The survey
    21. 21. <ul><li>Worry less about computer self-efficacy and focus on getting Instructors release time and support to “play” with media casting </li></ul><ul><li>Institutions need to prioritize reward and recognition programs ahead of lecture capture systems </li></ul><ul><li>Focus on augmenting instruction with short succinct media “bites” (i.e. trailers for your lecture, review the highlights/salient points, week in review, reading summary, video demo’s) </li></ul>Our recommendations
    22. 22. <ul><li>Institutions and faculty need to work together to highlight the benefits of media casting AS its being introduced to students </li></ul><ul><li>Consider student created media casting when student interaction is very limited and the media created will resolve this issue </li></ul><ul><li>Faculty need to be proactive in seeking support from technology and academic professionals when deciding what media is appropriate to create/cast </li></ul>Our Recommendations (cont’d)

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