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Student and faculty engagement with streaming video: Beyond the hype

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This presentation pulls together industry and institution-level studies and interviews with students, academics and librarians. We discuss the findings on student and faculty engagement with video, present and future, and what it means for libraries.

Published in: Education
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Student and faculty engagement with streaming video: Beyond the hype

  1. 1. Meet your panelists!  Elisabeth Leonard, SAGE, elisabeth.leonard@sagepub.com @ElisabethAnn  Mike Eyler, Swank, meyler@swankmp.com  Michael Arthur, michael.arthur@ucf.edu  Beth Bernhardt, brbernha@uncg.edu
  2. 2. Student and faculty engagement with streaming video: Beyond the hype. ALA Annual 2015, San Francisco
  3. 3. Faculty and Student Use Cases Elisabeth Leonard, elisabeth.leonard@sagepub.com, Twitter: ElisabethAnn
  4. 4.  Mandatory  Shown in the classroom  Assigned from reading lists  Voluntary  To understand course material  To hear another point of view.  To learn practical skills.  To illustrate a point in a presentation.  For extracurricular reasons.  Provide a different perspective  Cover a touchy issue  Reclaim lapsed attention  To illustrate a point  Instruct on practical skills  Bring in distinguished lecturers  Assign on reading lists for classroom prep  Increase media literacy  Support student learning  Instruct on practical skills Faculty & student use cases
  5. 5. Generalizations  Tend to watch 2-8 minutes  Easily bored/distracted, but want to learn  Looking for something just right  A large part of their educational experience has included video  They actually say “flipped classroom”
  6. 6. Where they find video  YouTube (71% or 748 students)  Google search (45% or 470 students)  Class web page (43% or 455 students)  Library (32% or 332 students)
  7. 7. What makes for ‘good’ video  Engaging speakers  Relatable examples  Practical applications of theoretical concepts  Infographics, colorful visuals, or diagrams  Humor
  8. 8. What makes for ‘bad’ video  Monotone speakers  Wrong audience level  Not easily identified as relevant  Odd sounds or bad audio  Distracted speakers
  9. 9. What faculty and students do Mike Eyler meyler@swankmp.com
  10. 10. Usage by month
  11. 11. Usage by hour
  12. 12. Streaming Video in the Classroom What Faculty are Asking for and Ways to Market these Popular New Resources Michael Arthur
  13. 13.  Important Content  Cutting Edge Issues  Easy to Use in Online Courses  Less Concern about DRM  May Improve Learning  Less Frustration Advantages to Streaming Video
  14. 14.  Unlimited, Simultaneous Usage  No Concerns about DRM  Ease of Use for Students  Easy Integration with Online Course Software  Current Topics/Variety  Clarity Regarding Public Performance Rights What Faculty Want
  15. 15.  Subject Librarian Newsletters  Library Newsletters/Digital Signs  Direct E-mail to Key Faculty  Articles in Faculty Focus  Presentations to faculty (by librarians and publishers)  Including Faculty in Selection Process Getting the Word Out
  16. 16.  Michael A. Arthur Head of Acquisitions & Collection Services University of Central Florida Libraries michael.arthur@ucf.edu 407-882-0143 Questions or additional information?
  17. 17. What do faculty ask for? Beth Bernhardt brbernha@uncg.edu
  18. 18. Faculty don’t understand  Time constraints  Public Performance Permissions  Copyright
  19. 19. What we have learned  We are the educators  Keep all documentation on rights and licenses  Pay Pal is your best friend  Faculty are surprised at the cost of streaming  Don’t forget cataloging
  20. 20. Questions for your panelists? Ask now and/or email us later!  Elisabeth Leonard, SAGE, elisabeth.leonard@sagepub.com @ElisabethAnn  Mike Eyler, Swank, meyler@swankmp.com  Michael Arthur, michael.arthur@ucf.edu  Beth Bernhardt, brbernha@uncg.edu

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