arouse interest. Assistant character provides guidance and Attention
context.
Goal Setting Sets clear expectations and objectives for the lesson. 2 Inform Learner
Instructional Video Delivers core instructional content in video, audio, 3 Stimulate Recall
graphics, text formats.
Quiz, Review Tests knowledge and reinforces learning through 4 Present
questions and feedback. Information
Demonstration Shows examples and models skills or behaviors. 5 Provide Guidance
Exercise Allows practice of skills with feedback. 6 Elicit Performance
Feedback Provides specific, timely feedback on performance. 7 Provide Feedback
Test/Assessment Measures performance and
How To Use Video To Lower Training CostsChuck Jones
The document discusses how video can be used to reduce training costs for fire and rescue personnel. It outlines that video is an effective training tool that allows people to remember 70-90% of what they see and hear. It then discusses different options for delivering training videos like duplication, satellite, cable channels, and streaming. However, these options have drawbacks like high costs, inability to access videos on demand, and network issues. The document promotes the VideoCourier solution which allows 24/7 on-demand access to training videos using a city's network bandwidth at off-peak hours, addressing the issues with other options.
D5.2. LinkedTV Front-End: Video Player and MediaCanvas APILinkedTV
This document describes the design and current status of the LinkedTV Media Player and MediaCanvas API. The Media Player is developed by Noterik BV to support various media resources and user interactions. It is based on HTML5, supports playback on different devices, and complies with the W3C Media Fragments standard. The document outlines the prototype architecture, demonstrates user scenarios using mockups, and discusses the technical implementation and integration with the LinkedTV platform. Current status and plans for an HbbTV variant are also presented.
Strategic Options and Results of Introducing Blended Learning at the National University of Rwanda discusses introducing blended learning at the National University of Rwanda. It describes the challenges faced by the university including lack of infrastructure, resources, and qualified teachers. It also outlines the opportunities provided by growing ICT access in Rwanda. The document details how blended learning using open educational resources was implemented for an introductory physics course. Students engaged with course materials online and collaboratively before in-person lectures. Assessment found students performed better and were more satisfied with blended learning compared to traditional methods.
How Can You Enhance Your Skills and Library Practice at Your ...Videoguy
This document discusses various opportunities for continuing education and skills enhancement for medical librarians, including distance learning options like online learning, videoconferencing, and satellite teleconferencing. It provides examples of courses and programs available from organizations like the Medical Library Association, National Library of Medicine, and libraries in other countries. The document also outlines some of the benefits and challenges of different distance learning methods that can be used by librarians to enhance their skills without traveling.
OCWC Global 2014: Designing for Diversity WorkshopUna Daly
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
- 21st century students are surrounded by media that shapes them, so it is important to teach media literacy skills to help students become responsible media consumers and producers.
- New digital tools require new skills, so educators must learn how to use these tools to help students achieve their academic goals through digital media production.
- The document provides guidance on using digital media production in the classroom, including recommended equipment, production formats, the creative process, publishing options, and ensuring student privacy.
How To Use Video To Lower Training CostsChuck Jones
The document discusses how video can be used to reduce training costs for fire and rescue personnel. It outlines that video is an effective training tool that allows people to remember 70-90% of what they see and hear. It then discusses different options for delivering training videos like duplication, satellite, cable channels, and streaming. However, these options have drawbacks like high costs, inability to access videos on demand, and network issues. The document promotes the VideoCourier solution which allows 24/7 on-demand access to training videos using a city's network bandwidth at off-peak hours, addressing the issues with other options.
D5.2. LinkedTV Front-End: Video Player and MediaCanvas APILinkedTV
This document describes the design and current status of the LinkedTV Media Player and MediaCanvas API. The Media Player is developed by Noterik BV to support various media resources and user interactions. It is based on HTML5, supports playback on different devices, and complies with the W3C Media Fragments standard. The document outlines the prototype architecture, demonstrates user scenarios using mockups, and discusses the technical implementation and integration with the LinkedTV platform. Current status and plans for an HbbTV variant are also presented.
Strategic Options and Results of Introducing Blended Learning at the National University of Rwanda discusses introducing blended learning at the National University of Rwanda. It describes the challenges faced by the university including lack of infrastructure, resources, and qualified teachers. It also outlines the opportunities provided by growing ICT access in Rwanda. The document details how blended learning using open educational resources was implemented for an introductory physics course. Students engaged with course materials online and collaboratively before in-person lectures. Assessment found students performed better and were more satisfied with blended learning compared to traditional methods.
How Can You Enhance Your Skills and Library Practice at Your ...Videoguy
This document discusses various opportunities for continuing education and skills enhancement for medical librarians, including distance learning options like online learning, videoconferencing, and satellite teleconferencing. It provides examples of courses and programs available from organizations like the Medical Library Association, National Library of Medicine, and libraries in other countries. The document also outlines some of the benefits and challenges of different distance learning methods that can be used by librarians to enhance their skills without traveling.
OCWC Global 2014: Designing for Diversity WorkshopUna Daly
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
- 21st century students are surrounded by media that shapes them, so it is important to teach media literacy skills to help students become responsible media consumers and producers.
- New digital tools require new skills, so educators must learn how to use these tools to help students achieve their academic goals through digital media production.
- The document provides guidance on using digital media production in the classroom, including recommended equipment, production formats, the creative process, publishing options, and ensuring student privacy.
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...Renee Hobbs
This document discusses a presentation about ripping media for fair use and the Digital Millennium Copyright Act (DMCA). The presentation covers:
1. The principles of the DMCA and its Section 1201 that makes circumventing copyright protections illegal.
2. How the DMCA exemption process has allowed some ripping/circumventing for purposes like criticism, commentary, and education over its 22 years.
3. Whether legal ripping is still necessary given streaming services, and if screen capturing should be celebrated or feared in supporting fair use.
The document outlines the presentation goals and sections on the DMCA, exemption results since 2006, and challenges around screen capturing. It also includes discussion questions and
How do librarians support patrons who may have experienced online harassment or defamation?
How do librarians support patrons who seek to legally “rip” media clips for fair use purposes?
How do librarians participate in the 2021 DMCA exemption process on behalf of the needs of patrons, educators and students?
This document contains a practice test paper with multiple choice and short answer questions about the media industry. Some of the topics covered include sources of funding for media organizations, benefits of different types of employment contracts, copyright issues, and recruitment practices. The test assesses knowledge of key concepts such as public vs private funding models, the roles of regulatory bodies, and ethical considerations for media producers.
Technologies available for tv%0 band filmMusicalPotato
Digital video can be stored and distributed digitally, allowing for perfect copies without quality degradation. However, this also makes digital video easier to illegally download and share online. While 3D films provided an immersive experience, many viewers found the 3D glasses uncomfortable and some experienced health issues from viewing 3D content. This led many consumers and manufacturers to lose interest in 3D television. On-demand and internet streaming services allow viewers to watch television programming at their convenience on multiple devices.
Embracing Employee Generated Video for Knowledge SharingRodan van Orden
Gartner has defined Enterprise "YouTube" as an emerging market. What are some of the business drivers for enabling employee generated video and video sharing?
This document summarizes a media session on non-linear TV planning. It discusses how non-linear TV is a global expression of the end of media silos, content portability, and opportunities to reach accurate targets across unlimited platforms with reformatted content. It also addresses how social media video usage is growing rapidly, with YouTube accounting for 55% of online video views in Belgium. Non-linear TV allows content to be distributed across multiple screens through convergence. Effective non-linear TV planning requires mastering owned, paid, and organic media.
The University of La Verne implemented Cisco collaboration tools including Cisco Unified Communications Manager, Cisco WebEx, and Cisco TelePresence to connect its multiple campuses across California and partner with foreign schools. This solution improved academic experiences by enabling remote lectures and speakers, and created partnerships with new schools using video conferencing. The technology also enhanced communications between faculty and staff at different campuses and brought previously separate departments closer together.
This document discusses multimedia concepts and definitions. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video and animation. Multimedia involves both hardware and software used to communicate information, such as radios, TVs, computers, phones, email and video conferencing. Multimedia is commonly used in education, entertainment, business and scientific research. It can improve learning and make it more engaging through edutainment. The document also discusses interactivity in multimedia, distinguishing between linear and non-linear interactivity and how users can interact with and control multimedia content. Common mediums for delivering multimedia include web-based multimedia through websites and CD-based multimedia through discs like CD-ROMs and Blu
Slides fabiana casella (sbf) march 2014 updatedFabiana Casella
This document provides information about blogging platforms and influential bloggers. It outlines a short e-course on blogging using free options like Blogger and Edublogs. Examples of inspiring bloggers are also listed, along with screenshots of blogs and guides for using Blogger and Edublogs.
This document provides information on the keynote speakers and sessions at the Online Teaching Conference 2014. The keynote speakers on Friday, June 20th are Jonathan Finkelstein, Martha J. Kanter, and Lynda Weinman. Sessions include "Getting Started with iPads in Education", "The New Online Education Initiative", and "Creating Dynamic Discussions to Energize Your Class". Additional sessions on Saturday, June 21st include "Digging Deeper: iPads in Education" and "Create a Humanized, Mobile-Friendly Syllabus with Populr.me". The conference aims to provide strategies and tools to help educators succeed in online teaching and learning.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
This document discusses e-learning and what is required to be an effective online instructor. It defines e-learning, outlines the different types, and emphasizes combining methods. It stresses understanding students, establishing objectives, choosing materials, and planning delivery and assessment. The document also covers controlling the process through accreditation and intellectual property. It lists tools that appeal to different learning styles and how e-learning supports organizational and student goals like reduced costs, standardized delivery and improved retention. Finally, it concludes that being prepared across these areas will help one succeed as an online instructor.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
This document discusses best practice strategies for teaching online based on research. It provides an overview of research showing that hybrid courses combining online and face-to-face elements tend to have better learning outcomes than purely online or face-to-face courses. The document emphasizes the importance of active and interactive learning over purely expository content delivery. It provides examples of active learning strategies used in online courses, such as small group discussions, guest speakers, polling features, and student presentations. Challenges of online teaching discussed include the learning curve for new technologies, workload issues, and student support.
Implementing Effective Online Teaching And Learninggellynn
The document discusses various aspects of implementing effective online learning and teaching. It provides examples of online tools that can be used like Skype, TokBox and Audacity. It emphasizes the importance of clear structure, materials and frameworks in online courses. It also highlights the need for student and teacher interaction and participation as well as providing feedback for successful online teaching.
This document discusses factors that make speaking a foreign language difficult and principles for designing speaking techniques and activities in the classroom. It addresses the following key points:
1) Successful language acquisition involves the ability to accomplish pragmatic goals through interactive discourse. Several factors make speaking difficult, including affective factors like anxiety, the interactive nature of communication, and performance variables like hesitations.
2) Speaking activities in the classroom include imitative, intensive, responsive, interactive, and extensive types. Techniques should be intrinsically motivating, address a range of learner needs, and provide appropriate feedback.
3) Teaching conversation can involve direct instruction of speaking skills or an indirect approach of conversation practice. Individual practice and other interactive techniques
O documento lista diferentes brinquedos identificados por perguntas repetidas "What is it?". Ele descreve um brinquedo por linha, incluindo uma bola, bicicleta, tambor, jogo, pipa, fantoche e trem.
Explore Websites that offer free online courses.
Learn to log in choose the right and relevant courses.
Know usefulness and impact of it on teaching and learning.
This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
Professional Devlopment: Helping teachers teach and students learnBruna Caltabiano
This document discusses the importance of professional development for teachers. It defines professional development as ongoing learning and growth throughout a teacher's career, as simply gaining experience through years of teaching does not guarantee improvement. The document lists several areas of professional development including obtaining language certificates, teaching certificates, participating in observations and conferences, reading literature, engaging in reflection and networking with other teachers. It emphasizes that professional development is necessary to maintain enthusiasm for teaching and prevent burnout.
Closing the gap between family and schoolMaria Borges
The document discusses closing the gap between family and school through digital technologies and family participation. It proposes having grandparents visit classrooms to promote intergenerational interaction, exchange skills between generations, and strengthen family ties. When grandparents visited and helped rebuild classrooms, telling stories and doing workshops, it benefited students through greater motivation and understanding of life, and benefited families and teachers by bringing them closer together and allowing knowledge sharing. Parents reported that digital technologies opened a window into their children's daily classroom experiences.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
The document discusses how to teach speaking skills, noting that unlike reading and writing, speaking must happen in real time without opportunities for editing. It covers principles for teaching speaking such as giving students practice with fluency and accuracy, providing opportunities for student talk through pair and group work, and designing activities that involve meaningful exchanges. Examples of speaking activities mentioned are information gaps, jigsaw activities, role-plays and simulations.
Is Ripping for Fair Use Still Important? Considering DMCA 1201 in 2020 and B...Renee Hobbs
This document discusses a presentation about ripping media for fair use and the Digital Millennium Copyright Act (DMCA). The presentation covers:
1. The principles of the DMCA and its Section 1201 that makes circumventing copyright protections illegal.
2. How the DMCA exemption process has allowed some ripping/circumventing for purposes like criticism, commentary, and education over its 22 years.
3. Whether legal ripping is still necessary given streaming services, and if screen capturing should be celebrated or feared in supporting fair use.
The document outlines the presentation goals and sections on the DMCA, exemption results since 2006, and challenges around screen capturing. It also includes discussion questions and
How do librarians support patrons who may have experienced online harassment or defamation?
How do librarians support patrons who seek to legally “rip” media clips for fair use purposes?
How do librarians participate in the 2021 DMCA exemption process on behalf of the needs of patrons, educators and students?
This document contains a practice test paper with multiple choice and short answer questions about the media industry. Some of the topics covered include sources of funding for media organizations, benefits of different types of employment contracts, copyright issues, and recruitment practices. The test assesses knowledge of key concepts such as public vs private funding models, the roles of regulatory bodies, and ethical considerations for media producers.
Technologies available for tv%0 band filmMusicalPotato
Digital video can be stored and distributed digitally, allowing for perfect copies without quality degradation. However, this also makes digital video easier to illegally download and share online. While 3D films provided an immersive experience, many viewers found the 3D glasses uncomfortable and some experienced health issues from viewing 3D content. This led many consumers and manufacturers to lose interest in 3D television. On-demand and internet streaming services allow viewers to watch television programming at their convenience on multiple devices.
Embracing Employee Generated Video for Knowledge SharingRodan van Orden
Gartner has defined Enterprise "YouTube" as an emerging market. What are some of the business drivers for enabling employee generated video and video sharing?
This document summarizes a media session on non-linear TV planning. It discusses how non-linear TV is a global expression of the end of media silos, content portability, and opportunities to reach accurate targets across unlimited platforms with reformatted content. It also addresses how social media video usage is growing rapidly, with YouTube accounting for 55% of online video views in Belgium. Non-linear TV allows content to be distributed across multiple screens through convergence. Effective non-linear TV planning requires mastering owned, paid, and organic media.
The University of La Verne implemented Cisco collaboration tools including Cisco Unified Communications Manager, Cisco WebEx, and Cisco TelePresence to connect its multiple campuses across California and partner with foreign schools. This solution improved academic experiences by enabling remote lectures and speakers, and created partnerships with new schools using video conferencing. The technology also enhanced communications between faculty and staff at different campuses and brought previously separate departments closer together.
This document discusses multimedia concepts and definitions. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video and animation. Multimedia involves both hardware and software used to communicate information, such as radios, TVs, computers, phones, email and video conferencing. Multimedia is commonly used in education, entertainment, business and scientific research. It can improve learning and make it more engaging through edutainment. The document also discusses interactivity in multimedia, distinguishing between linear and non-linear interactivity and how users can interact with and control multimedia content. Common mediums for delivering multimedia include web-based multimedia through websites and CD-based multimedia through discs like CD-ROMs and Blu
Slides fabiana casella (sbf) march 2014 updatedFabiana Casella
This document provides information about blogging platforms and influential bloggers. It outlines a short e-course on blogging using free options like Blogger and Edublogs. Examples of inspiring bloggers are also listed, along with screenshots of blogs and guides for using Blogger and Edublogs.
This document provides information on the keynote speakers and sessions at the Online Teaching Conference 2014. The keynote speakers on Friday, June 20th are Jonathan Finkelstein, Martha J. Kanter, and Lynda Weinman. Sessions include "Getting Started with iPads in Education", "The New Online Education Initiative", and "Creating Dynamic Discussions to Energize Your Class". Additional sessions on Saturday, June 21st include "Digging Deeper: iPads in Education" and "Create a Humanized, Mobile-Friendly Syllabus with Populr.me". The conference aims to provide strategies and tools to help educators succeed in online teaching and learning.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
This document discusses e-learning and what is required to be an effective online instructor. It defines e-learning, outlines the different types, and emphasizes combining methods. It stresses understanding students, establishing objectives, choosing materials, and planning delivery and assessment. The document also covers controlling the process through accreditation and intellectual property. It lists tools that appeal to different learning styles and how e-learning supports organizational and student goals like reduced costs, standardized delivery and improved retention. Finally, it concludes that being prepared across these areas will help one succeed as an online instructor.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
This document discusses best practice strategies for teaching online based on research. It provides an overview of research showing that hybrid courses combining online and face-to-face elements tend to have better learning outcomes than purely online or face-to-face courses. The document emphasizes the importance of active and interactive learning over purely expository content delivery. It provides examples of active learning strategies used in online courses, such as small group discussions, guest speakers, polling features, and student presentations. Challenges of online teaching discussed include the learning curve for new technologies, workload issues, and student support.
Implementing Effective Online Teaching And Learninggellynn
The document discusses various aspects of implementing effective online learning and teaching. It provides examples of online tools that can be used like Skype, TokBox and Audacity. It emphasizes the importance of clear structure, materials and frameworks in online courses. It also highlights the need for student and teacher interaction and participation as well as providing feedback for successful online teaching.
This document discusses factors that make speaking a foreign language difficult and principles for designing speaking techniques and activities in the classroom. It addresses the following key points:
1) Successful language acquisition involves the ability to accomplish pragmatic goals through interactive discourse. Several factors make speaking difficult, including affective factors like anxiety, the interactive nature of communication, and performance variables like hesitations.
2) Speaking activities in the classroom include imitative, intensive, responsive, interactive, and extensive types. Techniques should be intrinsically motivating, address a range of learner needs, and provide appropriate feedback.
3) Teaching conversation can involve direct instruction of speaking skills or an indirect approach of conversation practice. Individual practice and other interactive techniques
O documento lista diferentes brinquedos identificados por perguntas repetidas "What is it?". Ele descreve um brinquedo por linha, incluindo uma bola, bicicleta, tambor, jogo, pipa, fantoche e trem.
Explore Websites that offer free online courses.
Learn to log in choose the right and relevant courses.
Know usefulness and impact of it on teaching and learning.
This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
Professional Devlopment: Helping teachers teach and students learnBruna Caltabiano
This document discusses the importance of professional development for teachers. It defines professional development as ongoing learning and growth throughout a teacher's career, as simply gaining experience through years of teaching does not guarantee improvement. The document lists several areas of professional development including obtaining language certificates, teaching certificates, participating in observations and conferences, reading literature, engaging in reflection and networking with other teachers. It emphasizes that professional development is necessary to maintain enthusiasm for teaching and prevent burnout.
Closing the gap between family and schoolMaria Borges
The document discusses closing the gap between family and school through digital technologies and family participation. It proposes having grandparents visit classrooms to promote intergenerational interaction, exchange skills between generations, and strengthen family ties. When grandparents visited and helped rebuild classrooms, telling stories and doing workshops, it benefited students through greater motivation and understanding of life, and benefited families and teachers by bringing them closer together and allowing knowledge sharing. Parents reported that digital technologies opened a window into their children's daily classroom experiences.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
The document discusses how to teach speaking skills, noting that unlike reading and writing, speaking must happen in real time without opportunities for editing. It covers principles for teaching speaking such as giving students practice with fluency and accuracy, providing opportunities for student talk through pair and group work, and designing activities that involve meaningful exchanges. Examples of speaking activities mentioned are information gaps, jigsaw activities, role-plays and simulations.
Speaking involves using both verbal and non-verbal communication to build meaning in various contexts. Teachers should create a classroom environment where students can have real-life communication through meaningful tasks and authentic activities that promote oral language. This is best achieved through collaborative learning and communicative language teaching approaches. While accuracy is important, teachers should focus on fluency when designing speaking techniques and provide opportunities, feedback and motivation to help students improve.
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
INJAZ Egypt addresses the gap between the skills learned from the education system and the needs of the business sector by recruiting business professionals and entrepreneurs to deliver interactive learning-by-doing curriculum on the financial literacy, work readiness and entrepreneurship skills that will prepare students to be leaders in tomorrow's workforce.
Video Streaming, An Opportunity For Educational InstitutionsMoonSoup, Inc.
Learning on Demand (LoD) provides educational videos created by faculty that can be uploaded and made accessible through a course management system for specific enrolled students and faculty. LoD videos are intended for limited viewership compared to commercial videos that are licensed for broader access. There is opportunity for educational institutions to develop LoD systems that allow customized uploading and viewing of faculty-created videos for enrolled students while restricting broader access.
Best Video on Demand Platforms in 2023.pdfJarom Joseph
One of the major advantages of VOD platforms is the convenience they offer. Users can
access their favourite content from various devices, such as smartphones, tablets, laptops, or
smart TVs. This flexibility allows viewers to watch their favourite shows or movies on the go
or from the comfort of their homes.
How Can You Enhance Your Skills and Library Practice at Your ...Videoguy
This document discusses various opportunities for continuing education and skills enhancement for medical librarians, including distance learning options like online learning, videoconferencing, and satellite teleconferencing. It provides examples of courses and programs available from organizations in different countries and regions. The document also addresses some of the challenges of continuing education like taking time off work and budgets, and how distance learning options can help address those challenges.
How Can You Enhance Your Skills and Library Practice at Your ...Videoguy
This document discusses various methods for continuing education that medical librarians can pursue from their own desk, including distance learning, e-learning, satellite teleconferencing, videoconferencing, and online learning. It provides details on how each of these methods works and how libraries are using them, such as purchasing educational programming for staff or allowing public access to videoconferencing equipment. The document also addresses some challenges of continuing education like taking time off work and provides additional online resources for information.
Victoria Online Seminar Series Presentation 7 November 2011 by Nick McPherson, Viacorp. The presentation includes: Information about best practice in Digital Communications, Online Engagement and Social Marketing; Case studies from some of the most innovative Government Departments; and How social media and interactive technology can improve stakeholder engagement
LinkedTV - an added value enrichment solution for AV content providersLinkedTV
Linked Television is offering a solution for audiovisual content owners to semi-automatically enrich media with links to additional information and content related to objects and topics in the program and build client applications which access this data and provide new added value services to consumers.
The research, final thesis for the MSc in Media Management at Bocconi, aims to define peculiar business models for web TV, still an almost unexplored ground inside the economic theory, despite technological progress and a steady growing audience made it recently so attractive in terms of investments for both entrepreneurs and advertisers.
What technology challenges are you facing today? A recent forum of CTO's found that while funding is an on-going issue there are other challenges that can be equally as daunting.
To compound the technology issues, a recent survey found that only 51% of school districts had their own IT Director. This means 49% of Districts are staffed by a part-timer (i.e. Principal or Teacher) or the position is not staffed. Given the growing importance of integrating IT and Digital Learning this could be a major obstacle for many districts.
We've highlighted some of the challenges and provided resources where available to help you chart a course.
For more information please contact us a 800-601-6991 or visit our website at http://synergybroadcast.com/contact.
This document reviews the webcast technology used to deliver distance education. It defines webcasting as broadcasting live or pre-recorded audio and/or video over the internet. The objectives of using webcasts include allowing discussion among remote students and communicating with distant audiences. Webcasts offer advantages like accessibility to wider audiences and archived recordings. However, concerns include technical issues like freezing and limitations on interactivity. Overall, webcasting can effectively support learning by enabling remote delivery of lectures.
The internet is coming to your TV set, along with all the targeting and interactivity of digital media. This will make true Video on Demand (VOD) a reality and potentially replace traditional TV advertising models.
The LinkedTV project aims to seamlessly connect television and web content by developing tools to automatically analyze, annotate, and link audiovisual media. In the first two years, the project built an integrated platform and conducted media analysis to annotate content with shared vocabularies. This allows hyperlinking media fragments to related web content. Evaluations show the platform can enrich video segments with information from sites and social networks. The project also created applications and conducted trials to test the hypervideo experience across devices. Future work will further integrate personalization and evaluate the platform from research and user perspectives.
The document provides a summary of the LinkedTV project, which aims to seamlessly integrate television and web content. Key points:
- LinkedTV allows viewers to access background information, identify artists/museums from TV shows, and personalize the experience.
- It provides tools for automatic content analysis, enrichment with web data, an editor interface, and companion apps.
- A workflow enriches TV programs with metadata, stores it, and provides access via apps. Two apps were developed with broadcasters.
- The project concludes after 42 months, providing an end-to-end platform and tools to link TV and web content across devices.
How to create a video Be paid for commenting on YouTube videos to sell for cl...Tarri1
Wanna make 840 bucks per week just by commenting on YouTube videos?
Yes? : )
Then, apply for today's job of the day.
We're currently working with an educational startup that has a youtube channel.
And those people need some helping hands to handle it as they get numerous comments daily, from their students, asking doubts and questions. And they can't handle it by themselves.
And that's why they're hiring 3 ordinary people from [COUNTRY] to answer those comments on behalf of them.
Don't worry, they'll provide you with a complete solution script containing all the answers to those questions.
You just have to copy and paste those answers while replying to their comments.
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And the best thing is that you don't need anything more than a reliable internet connection and a smartphone.
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1. Video, and video on demand (VOD) specifically, has become an effective tool for churches to communicate with and reach more people, including those at multiple campuses and worldwide.
2. An IPTV system is well-suited to distributing stored video files like sermons for VOD in houses of worship, as it allows delivery over an IP network without a separate AV network.
3. Key benefits of VOD for houses of worship include reaching audiences anytime anywhere on any device, and supporting satellite campuses by streaming content in real-time to multiple locations.
1. Video, and video on demand (VOD) specifically, has become an effective tool for churches to communicate with and reach more people, including those at multiple campuses and worldwide.
2. An IPTV system is well-suited to delivering VOD content as it allows video distribution over an existing IP network in a flexible, scalable, and affordable way to a variety of devices.
3. Key benefits of VOD for churches include allowing anyone to access content anytime from anywhere, supporting satellite campuses, and expanding global reach without large infrastructure investments.
Fie recommender helping viewers in their choice for educational programs in...Elaine Cecília Gatto
Currently in Brazil, a fundamental change is
taking place in TV: the migration from analogue to
digital TV system. This change has two main
implications: an increase in transmission capacity for
new channels with the same bandwidth and the ability to
send applications with multiplexed audio-visual content.
Brazilian government aims to exploit the transmission
capacity for new channels offering programming created
to distance learning and thereby promoting social
inclusion in the vast majority of the population. This
information overload demands mechanisms to help
students to browse and select what education programs
are best suited to their current level. Personalized
recommendation systems emerge as a solution to this
problem, providing the viewer with educational
programs relevant to his profile. In this paper we present
a personalized recommendation system, the
Recommender consistent with the reference
implementation of the Brazilian digital TV system.
Finally, we present the results obtained after using the
proposed system.
February 13, 2004 The ViDe Video Conferencing Cookbook ...Videoguy
The ViDe Video Conferencing Cookbook introduces its fourth edition, expanding its mission to provide timely technical information for video and voice conferencing over IP networks. The new edition introduces specialized information for K-12 education and marks the beginning of translations into Spanish and Portuguese. Feedback from users emphasizes that the Cookbook is invaluable for both novices and professionals in training and supporting IP conferencing.
How to create_a_video_product_to_sell_for_click_bankFlora Runyenje
The document provides instructions for creating an outline and script for a video product. It recommends beginning with choosing a scene or step outline approach and creating index cards for each scene or step. The cards should include the scene heading, overview of action, characters, and notes connecting scenes. Outlining helps tell the story efficiently and prepare the script. Software can also assist with outlining to organize ideas before writing the script.
Digital and interactive television provides accessible, cost-effective distance education. It allows for both synchronous and asynchronous interaction. While initially expensive due to subscription and hardware costs, it can be used flexibly by different learner groups. The technology enhances teaching and learning through audiovisual content integration and skill development. Organizations need equipment like cameras and satellites to support digital interactive television broadcasting and overcome infrastructure weaknesses. The technology's novelty lies in improved data processing, computer capabilities, and software that enable better quality audio/video, more channels, error correction, and interactivity. Content can be combined and distributed via digital interactive television quickly due to its editing and archiving abilities.
Similar to Cable Television Video-On-Demand for Learner-Centered Instruction:on-manuscript (20)
Future of entrepreneurship report 2019 cj cornellCJ Cornell
So, you read Mary Meeker's legendary "Internet Trends 2019" report, and your life forever changed. Now take a peek at the "Tech Entrepreneurship - Trends 2019" Report.
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Crowdfunding has grown significantly in recent years and provides an alternative source of funding for entrepreneurs known as "first money". There are different models of crowdfunding including rewards-based crowdfunding exemplified by Kickstarter as well as emerging equity crowdfunding. Crafting a successful crowdfunding campaign requires focusing on the passions and motivations of potential donors through compelling visuals, storytelling, and community engagement on social media. Metrics should be used to measure and improve campaign performance over time.
Propel Arizona - Crowdfunding Short Workshop for Local First ArizonaCJ Cornell
Crowdfunding allows entrepreneurs to solicit small amounts of money from a large number of people through the internet. Currently, most crowdfunding takes the form of rewards-based or donation crowdfunding on sites like Kickstarter. Equity crowdfunding, which allows investors to receive equity in exchange for funding, has been enabled by law in the US but has not yet been implemented pending SEC rulemaking. Successful crowdfunding campaigns tell compelling stories, offer unique rewards to funders, and engage in ongoing social media updates and conversations to build communities of support. Crowdfunding has the potential to help spur entrepreneurship, but local ecosystems of incubators, mentors and a supportive community may
The document discusses an upcoming crowdfunding workshop hosted by Propel Arizona. The agenda covers crowdfunding overviews, crafting campaigns, visuals, rewards, and running successful campaigns. It also discusses different types of crowdfunding like donation, rewards, equity and debt crowdfunding. Key topics include protecting intellectual property, why people support crowdfunding campaigns due to passion for the product or cause, and lessons from successful Kickstarter campaigns emphasizing emotional returns over financial returns.
This document provides an agenda and overview for a crowdfunding workshop. The agenda includes sessions on crowdfunding overview, crafting ideas and campaigns, preparing visuals, perks and rewards, and running a successful campaign. The crowdfunding overview section defines crowdfunding, compares it to traditional funding sources like venture capital, and discusses different crowdfunding models like donation, rewards, and equity crowdfunding.
This document discusses an experiment to influence and predict human behavior and interactions using mobile, proximity, Bluetooth, social network and data analytics technologies. It will use gamification, incentives, rewards and penalties to direct individual, team and crowd behavior in real-time, and will monitor and measure the effects on a mission control dashboard. The goal is to build and execute this system over multiple phases using skills in coding, social APIs, data visualization, predictive analytics and other areas.
This document provides 8 rules for entrepreneurs seeking angel investment. It summarizes that:
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2) Entrepreneurs need to understand that angels now operate more like professional investors, preferring larger potential investments that require "gallon by gallon" funding.
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4) Angels invest as much for social reasons as financial, and entrepreneurs must gain approval from an angel's network through respected
VOD has the potential to tap into consumers' passion for special interests by offering activity-based programming beyond just movies. Special interest content has intensely loyal audiences and generates higher profits than movies. To succeed, activity-based VOD needs to transform into personalized services that help viewers complete tasks, not just passively watch programming. It must provide an exclusive interactive experience that cannot be found elsewhere.
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Cable Television Video-On-Demand for Learner-Centered Instruction:on-manuscript
1. Cable Television Video-On-Demand for
Learner-Centered Instruction:
A Framework & Demonstration
Presented for 2004 Proceedings of the
Association for Educational Communications and Technology
Chicago, October 21, 2004
Authors
CJ Cornell, Ph.D.
Chaos Media Networks
PO Box 5955
Santa Clara, California 95056-5955
(408) 330-0955
cj@chaosmedianetworks.com
Chris Salem, D.C.
Chaos Media Networks
PO Box 5955
Santa Clara, California 95056-5955
(408) 330-0954
drsalem@chaosmedianetworks.com
Joanne Flick
Agency for Instructional Technologies
Box A, 1800 North Stonelake Drive
Bloomington, IN 47402-0120
(812) 339-2203
jflick@ait.net
2. Introduction
The advent of Video-On-Demand (VOD) brought promises of rich video libraries, robust interactive lessons, and
powerful tools for the curriculum developer. VOD has brought the excitement of a new media form, but with this
excitement comes the confusion that accompanies any new field. This paper will discuss the nature of Video-on-
Demand, and explore VOD’s impact on education and curriculum development. We hope to clarify and accurately
describe VOD and its marketplace to the educator.
Next we will show how VOD represents a robust and truly new medium for distance and interactive learning by
starting with a review of Gagne’s nine steps of instruction and then transposing theses methodologies onto the VOD
space. Further, we will highlight elements of instructional design unique to VOD curriculum development and point
out the power these elements pose.
We will continue by describing a generic VOD lesson plan, and then show the process by which a VOD lesson is
programmed. Finally, we will walk through a completed VOD lesson finishing with a description of the future of
VOD and its place in the arena of education.
Journey from Wasteland to Oasis
Americans devote more hours to watching television than to any other media - averaging 4 hours per person per day.
TV is usually the center of the home and is on in the average house at least 7 hours every day (Nielsen Media
Research, 2000). Forty-Five percent of all parents report using television to occupy their child (Kaiser Family
Foundation, 2003). In the past 15 years Cable has transformed television from the nightmare of “The Vast
Wasteland”, to a 500 channel universe where viewers are more informed about the world while being entertained
and educated on a variety of subjects from history to business, and from political science to forensic science.
Without any formal effort Cable has become the primary source of learning for tens of millions of Americans and
hundreds of millions of people around the globe. Nearly 70 Million homes in the United States have Cable TV, and
over 95% of the digital cable households will have access to VOD programming by 2008 (Paul Kagan & Associates.
2004). Information and education channels are the world’s most watched cable channels: Discovery Channel is
ranked #1 in cable networks with a subscriber rate of over 88 million, and nine of the top twenty cable networks are
educational or informational (Kagan Research LLC, 2004).
Unlike broadcast or satellite television, Cable TV has “two-way” functionality built-in, and thus can become a truly
personalized medium. The Telecommunications Act of 1996 allowed cable operators to invest vast sums of money
into cable upgrades and technology systems, thereby expanding the frontiers of cable technology and allowing for
intriguing new services. Since 1996, the cable industry has invested more than $85 billion to rebuild and upgrade
its facilities, including $10.6 billion in 2003 alone (Witness testimony at the US government Subcommittee on
Telecommunications and the Internet; Kevin Leddy, Sr. VP, Strategy and Development Time Warner Cable, May
19, 2004). These new cable technologies, particularly VOD, are giving instructors new tools for more effective
instruction and new ways of reaching those who want to learn.
What is VOD?
Defining “Video-on-Demand” is often in the eye of the beholder. Experts and laymen often refer to VOD in a
myriad of terms from “movies any time you want” to “streaming media”. Sometimes VOD is merely defined as
“the ability to pause and rewind TV shows without the need for VCR.” These definitions are only partially
accurate, and more often are misleading. For the purposes of this paper, we will define VOD by three elements:
1. Digital media.
Video must be prepared (encoded) into a digital format – e.g. MPEG-1, 2, and Windows Media. Digital video can
be manipulated in such a way as to provide meaning and context. Since digital video is a medium prepared in
discrete chunks, as opposed to analog media, digital video is easily recognized and processed by software.
3. 2. Delivered over Broadband (Cable) Television
Cable-VOD is delivered without any delay and thus is not “streaming media”. Streaming media typically has a
series of “buffering” delays in delivery, usually there to overcome memory limitations in personal computers.
Second, VOD is viewed on a television set, and delivered via “set-top box”. The television viewing experience is
essential not only for video quality, but because of the mindset and behavior of the viewer/learner when sitting in
front of a television versus a personal computer or any other learning experience, including with a live instructor.
Third, all media (video, audio, and graphics) originates remotely but are delivered in such a way the viewer is
unaware as of their location of origin. They see it immediately or “on demand” (hence the term Video–on-
Demand).
3. Incorporates software intelligence
Incoming media must have additional software added in the TV “set-top box” that helps the learner interact with the
media. As a result the media changes and adapts depending on the viewer’s response or behavior.
Misconceptions and Differences
When discussing VOD it should be noted that there are a number of misconceptions preventing many designers
from accepting VOD as a valid educational tool.
1. Education on cable via VOD is not the same as “distance learning”.
Receiving VOD does not necessarily require that there be “someone awake at the other end” to receive the
information. Video-on-Demand can either be a passive experience, a background experience or a shared group
experience with “no one at the wheel”.
2. A keyboard is not essential for the initial educational experience.
Vast interactivity can be achieved using a conventional remote control, and frequently encourages more interaction
due to the fact that the remote control is a simple device, requiring minimal dexterity.
3. VOD programs are not presented the same for all viewers.
Software intelligence that chooses and manipulates video can be combined with the cable operator’s ability to store
and recall user data, to create truly customizable programs tailored to the skill level and interest of the viewer.
New Technologies Make VOD A Powerful Force for Education
While VOD learning has facets in common with other media/multimedia learning systems such as DVD/CD-R, and
Personal Computers, the following features, when combined with software intelligence, transform Cable-TV VOD
into a unique and powerful new medium for learning and for teaching:
1. VOD has true interactivity
The ability for the learner to use their remote control in order to respond, real time, to questions posed by “the
media” (an instructor depicted in the video, “talking” to the student, or simply a graphic “True/False” menu).
2. VOD has Branching
Branching is the ability to “jump” to different segments of the video – driven by viewer control, or behind the
scenes, without the viewer being aware of the change in flow.
4. 3. VOD has Intelligence
Based on viewer/learner responses, and based on the curriculum developer’s (instructor’s) design, the software can
change what kind of video, graphics, audio or other information the viewer sees. In other words – the software can
learn about the learner – and present educational media that can guide the learner, become personalized, adapt and
challenge the learner to become a highly effective educational experience.
4. VOD Capitalizes upon TV Viewing Behavior
People behave differently when in front of a television, and their expectations are different than almost any other
medium. TV is a “persistent” and active medium: When TV is on it is always delivering content and changing
every minute (as compared to a static computer screen). TV viewing behavior is much more dynamic than most
realize. First, viewers are used to dividing their attention between different channels, often keeping track of several
stories simultaneously. Second, though TV was originally a one-way, lean-back, storytelling medium it is now
anything but a passive experience. Viewers anticipate shows and events, modify their behavior and lifestyle around
scheduled airtimes of their favorite shows, patiently await the next episode, willing to be interrupted, and will
dutifully return to the TV after the commercial break. They become passionate about the content and characters,
and even more passionate about which channels and information they watch and trust.
These behaviors, combined with VOD and software intelligence, create a unique new environment for learning and
teaching. This VOD learning environment enables educators to:
• Create lessons available to broad audiences but automatically personalized and customized to each learner.
• Combine many different kinds of media video, audio, graphics, along with other modalities (kinetics – by using
the remote control) to impact the learner in a highly personal and effective manner.
• Combine pre-defined course media, with personalized responses and pace.
• Combine pre-defined course media, with timely, real-time information (e.g.: VOD-Instructor to Student: “Use
your remote control to identify 5 members of the President’s cabinet on any of the news channels tonight”).
• Reinforce in a variety of new and effective ways (e.g. for someone learning French, the lesson can, during a
movie occasionally pop-up the French translation for a familiar line in the movie).
• Allow the student to take control and guide the educational journey on a path that suits her or his interest.
5. A framework for VOD as a teaching tool:
The work of Robert Gagne is particularly relevant to VOD instruction. In 1970, Gagne outlined 9 steps in the
instructional process that applies well in today’s new media, interactive age. Gagne stated that there are nine events
that should occur to stimulate effective learning (Gagne, Robert M, 1970, The Conditions of Learning 2nd ed., New
York; Holt, Rinehart and Winston.).
Fig. 1 Robert Gagne’s Nine Steps of Instruction
You need to ... We will now do it
This is a guide on the job …
Hey You !! Yesterday we for performing ...
learned how to ...
Gain Inform Stimulate Present Provide Elicit Provide Assess Enhance
Attention Learner of Recall of Prior Information Guidance Performance Feedback Performance Retention
Objective Information & Transfer
Today, we are This is a Now you try We will now have a
going to ,,, demonstration it … performance test …
1. Gain attention: Present a problem or a new situation. Use an "interest device" that grabs the learner's attention.
2. Inform learner of Objective: This allows the learner to organize her thoughts and around what she is about to
see, hear, and/or do.
3. Stimulate recall of prior knowledge. This allows the learner to build on her previous knowledge or skills.
4. Present the material. Impart the information in manageable portions in order to avoid memory overload. Blend the
information to aid in information recall.
5. Provide guidance for learning. This is not the presentation of content, but the instructions on how to learn. Usually
this is more straight-forward than the actual subject matter or content.
6. Elicit performance. Practice by letting the learner do something with the newly acquired behavior, skills, or
knowledge.
7. Provide feedback. Show correctness of the learner's response, analyze learner's behavior. This can be a test, quiz,
or verbal comments. The feedback needs to be specific, not, "you are doing a good job." Tell her "why" she is doing
a good job or provide specific guidance.
8. Assess performance. Test to determine if the lesson has been learned. Can also give general progress information
9. Enhance retention and transfer. Inform the learner about similar problem situations, provide additional practice,
put the learner in a transfer situation, and review the lesson.
6. Instructional concepts specific to VOD
How and where do VOD techniques fit into Fig. 2 Basic VOD Instructional Unit
instructional methodolgies? On an abstracted
level, VOD instruction is straight-forward, and Deliver in context
consists of 3 elements: Impart-Interact-Adjust.
1. IMPART 2. INTERACT
1. Impart: Media is delivered to the learner in (Play Media) (Accept Input)
context (at the right time and place).
2. Interact: Learner input is solicited via 3. ADJUST
questions, menus and other methods. (Make Decisions)
Change media Encourage input
3. Adjust: Software intelligence decides how via questions, challenges &
order & substance
best to proceed with the lesson based on based on input & decisions other methods
what it observes about the learner and based
on the way the instructor wants to proceed.
It is important to note that VOD, along with related control software, is essentially independent of the subject matter
or content of the media. Instructional video is displayed to the viewer and manipulated by VOD, but for the
purposes of this discussion VOD does not create the video or graphical instructional materials.
Guided vs Self-Paced
Depending on the “script”, the learner can be guided through the lesson in a manner pre-determined by the
instructor, or the learner can take control and embark on a completely “self paced” lesson. Between these two
extremes, there is a powerful mode where the pace, level and subject matter of the guided instruction changes
depending on what the instructor learns from the student. Based on feedback from the learner (number of incorrect
answers, slow responses, frequent repetition of information), the order, pace, and content of the lesson can change in
order to better teach the student.
Teach and Assess
The simple “impart-interact-adjust” model can be used as part of a broader abstraction to elicit two major
instructional mechanisms: Teach and Assess.
Fig. 3 Guided Vs. Self-Paced Instruction
Media (lessons) are in a specific order
& pace, as dictated by the instructor Planned Tests
Tests,
Quizzes, side-
& Quizzes,
Guided bars side-
Timed
TEACH Instructional Media bars
ASSESS
Pop Quizzes,
& Surprise
Surprise
Self Paced Reviews
Learner guides the pace and order of the
instructional media
7. Table 1 – Teach & Assess
TEACH ASSESS
Determining the learner’s progress through various
Imparting of pure instructional media (information, challenges (tests) and other methods of determining
lessons, examples etc). how well they met the learning objectives.
Guided Self-Paced Guided Self-Paced
Video, Audio and Graphics Learner controls the Planned tests, Learner determines when
are delivered in an order pace and order of the quizzes and other he/she is ready to test, can
and pace predetermined by information challenges are self-test and review.
the instructor dictated by the
instructor
“Adjusted” “Adjusted”
Based on interaction and feedback from the Based on interaction and feedback from
learner, the pace, flow, content and context the learner, questions or challenges are
of the information changes and adjusts to changed dynamically in a way that
the level of the learner. focuses on the learner’s objectives, or
weak points.
Anatomy of a VOD Lesson
Each basic “impart-interact-adjust” VOD element can be used and re-used to create meaningful instructional
modules that can be combined – either during curriculum development-time, or real-time – to create a robust
framework for instruction.
Fig. 4 Anatomy of A VOD Lesson
Adjust Pace & Level
Assess &
Test /
Improve
Assessment
Explore Feedback
Show
Preview – Objectives,
recognition,
Arousal Goal Instructional Video, Audio, Graphics, Text Measure,
advancement.
Relevance Setting Status/
growth
Score
Demonstrate
Reinforcement
Quiz Review
Exercise Motivators
Discovery Learning
Figure 4 and accompanying Table 2 detail various VOD learning modules (each constructed of a portion of the
simple “impart-interact-adjust” module). These modules parallel the instructional elements outlined by Gagne’s
Nine Steps. Together they form an almost comprehensive framework for instructing and learning using VOD.
8. Table 2 VOD Techniques vs. Gagne’s Nine Steps of Instruction
VOD Module VOD Behavior Gagne Step
Preview, Arousal, Shows segments of the entire lesson up-front to inform and 1 Gain attention
Relevance heighten interest.
Objectives, Goal Spells out the learning objectives via on-screen graphics – allows 2. Inform learner of
Setting for direct and immediate investigation of the subjects. objectives
Review Automatically present summary of prior segments. Remembers the 3. Stimulate recall of
learner’s level and reviews to the point of the last learning session. prior info
Instructional Straight-forward playing of instructional video, with timed, in- 4. Present the info
context, graphics and text information.
Sidebars, Examples In-context guidance (video, text), based on detection of learner 5. Provide guidance
level of proficiency. for learning
Quiz, Challenges, Pop-quizzes, questions and other on-screen mechanisms that 6. Elicit performance
Exercises challenge the learner to respond with answers.
Feedback Frequent on-screen information as to how quickly the learner is 7. Provide feedback
progressing, or how accurate learning is thus far (based on
quizzes).
Test, Assessment Presents the learner with a series of questions in a variety of media 8. Assess performance
and formats, in order to gauge how much of the lesson was learned.
Assesses level based on score, response time and other metrics.
Reinforcement Media imparted with simple or sophisticated rules to provide 9. Enhance retention
variety, randomness, and context - via demonstrations, & transfer
motivational segments and “linked” segments.
VOD Implementation of Learner-Centered Instruction
Next, we move from concept to design, then to implementation: How do we design lessons using VOD
modules, and how are these modules actually implemented? First, we need a system where we can “feed in” media,
and process instruction-oriented commands that transform the media into a lesson. This system must deliver the
media seamlessly to the learner, accept input (interaction, responses) and then change the mix and flow of the media
accordingly. The curriculum developer must have a simple framework for specifying what information will be
imparted to the learner, and how the lesson will change based on the learner’s interaction.
Fig. 5 Real-Time Delivery of VOD Instructional Media
Guided Instruction
Quizzes, tests, challenges
Scripted
Objectives, Reviews, etc
Various Instructional Instructions
Interaction points
MEDIA Evaluation Criteria
(Video, Audio,
Graphics, Text) Designer specifies how
each segment of media
is used, real-time, in the Software “engine” in Cable Feedback, interaction and responses
instructional process Set-top box – processes direct the software to make
instructions, manipulates decisions, and to change the flow of
media and detects input from the lesson, adjust the pace and
the viewer/learner content of the instructional media
shown to the learner
Software technology by Chaos Media Networks is designed to allow the curriculum developer to specify the VOD
learning modules, the related media and decision-making rules. These rules are executed “real-time” and the
learning media experience is created as per the designer’s intentions while the learner/viewer is watching TV.
9. Preparation Steps for VOD Curriculum Design
Educational VOD still relies on solid planning and curriculum design practices. Planning and preparation are as
powerful as the new delivery mechanism enabled by VOD. Below are the planning steps:
1. Identify the instructional content. Gather video, audio or graphics to be used for the raw instructional assets.
2. Determine the flow of media. Decide the general order in which media assets should appear in the lesson.
3. Determine points of participation, interaction or control: Where learners can deviate from the planned lesson flow.
4. Determine the challenges: Quizzes, tests etc.
5. Determine proficiency / difficulty levels: Decide which media is appropriate for different competency levels.
6. Decide assessment levels: i.e. decide how to assess the level of learning (scores, speed, etc.)
7. Identify and provide various areas of feedback, reinforcement, motivation, demonstration - in the form of in-
context sidebars, games, challenges and other techniques.
Authoring for Real-Time Use
Intelligence provided by the Chaos VOD software engine allows the curriculum developer to list out the VOD
teaching modules outlined earlier (Figure 4, Table 2). These commands are listed in tabular form, in a spreadsheet,
purely for the convenience of the designer.
Table 3 – VOD Scripting Commands
Scripting Module What happens
Command
Instruct Plays media* in a specific predetermined order without interruption.
Guided Same as “instruct” but allows the learner to control the speed of the instruction and
jump around to specific segments via a menu designed to guide them back to the
proper segments.
Objectives A graphical display of the goals of the particular section, which can be adjusted based
on the progress of the learner.
Explore Allows the learner to take control of a particular section and view the media without
interruption or guidance from the system.
Quiz, Pop-Quiz Within a particular guided/instruct segment, a random, in-context quiz is made to
appear – challenging and assessing the learner’s progress. Quizzes take on a variety of
modes from simple multiple choice, to more complex game-like challenges.
Test Specifies a series of questions at the end of a section in order assess a score.
Adjust Allows any subsequent media and assessments to change based on responses from the
learner (score, speed, completion of sections).
Other Several other commands: Reinforce, motivate, remind, review, demo, sidebar, think
(“think about it”), assignment are all different methods of imparting instructional
media in-context, and in a variety of different visual delivery modes in order to make
learning more effective.
Status, Progress Allows the designer to query and/or display the learner’s status (completed segments,
correct answers, speed, duration).
* Media = Any combination of video, audio, graphics or text.
10. A Sample Instructional VOD Design and Session
For purposes of demonstration, we used a video from the Agency for Instructional Technology: “Inside Our Body:
From Ear to Hear” (AIT, 1998). In this sample demonstration we use the following script …
1. PREVIEW the lesson, and start from where the learner left-off last.
2. OBJECTIVES – List objectives for the current segment.
3. GUIDED – Present the lesson, but allow the learner to explore at their own pace.
4. POP-QUIZ – at a specific time display a surprise-question to assess the learner’s understanding.
5. SIDEBAR, THINK, DEMONSTRATE – show extra information and give opportunities for the learner to explore
deeper or in more unusual directions before resuming the lesson.
6. GUIDED – Continue lesson, with more quizzes and sidebars.
7. ASSESS – determine progress by comparing pace and scores on quizzes.
8. ADJUST – Revisit specific sections in more depth, or accelerate pace based on assessments.
9. TEST – Formally assess the learner’s understanding with a series of questions.
10. FEEDBACK – Display and explain results, review and give recommendations for future learning sessions.
Fig. 6 Ear to Hear VOD Demo Flow
PREVIEW
OBJECTIVES
The Basics
OBJECTIVES Sounds
Section 1
Our Senses Ear to Hear VOD Script (segment)
SELF PACED
GUIDED
00:00:30:00 00:01:30:00 00:04:00:00 00:11:00:00
What is the
lowest decibel …
lowest decibel …
1. 20 Hz What is the
1. 20 Hz
2. 200 Hzlowest decibel …
2. 200 Hz
lowest decibel …
3. 2,000 Hz
3. 1. 20 Hz
1. 20 Hz
4. 20,000 Hz
4. 20,000 Hz 2. 200 Hz
2. 200 Hz
3. 2,000 Hz
3.
What is the
What is the 4. 20,000 Hz
4. 20,000 Hz
lowest decibel …
lowest decibel …
1. 20 Hz
1. 20 Hz POP QUIZZES
2. 200 Hz
2. 200 Hz
3. 2,000 Hz
3. 2,000 Hz
4. 20,000 Hz
4. 20,000 Hz (keep score)
GUIDED Reinforce, adjust depth What is the
What is
lowest decibel …
lowest decibel …
ASSESS
1. 20 What is the
1. 20 What is the
Hz
Hz
lowest
lowest
2. 200 Hz
2. 200 Hz
decibel …
decibel …
00:015:30:00 assess pace adjust pace 3. 2,000 Hz
3. 2,000
4. 20,000 Hz
4. 20,000 Hz
What is the
What is the
lowest
lowest
decibel …
decibel …
Did you know that the ear has over 3 million moving parts?
& timing
SIDEBAR TEST Choose the right thing
Choose the right thing
Choose the right thing
Choose the right thing
FEEDBACK
More DEMO,
EXAMPLES LINKAGE
B+
B+
ADJUST Next time, do
Next time, do
this and this
this and this
& ADAPT
11. Summary of VOD Demo Experience
Figure 6 illustrates (in an abridged format) how this session flows. Note that interactive VOD sessions are not “top-
down” nor typically have a beginning, middle, and end. While the instructor (designer) has pre-loaded the
knowledge and decided some of the flow and rules, it is the learner that is in charge with the program/lesson reacting
and adapting. If the learner is going slowly then lesson spends more time in problem areas. If the learner answers
questions correctly, the lesson picks up pace. If the learner simply wants to indulge their curiosity and explore –
they can spend time doing that too. And if the learner has a specific objective, perhaps only this one time, they can
direct the lesson to focus on this single objective.
The technology is designed so that the scripting commands are abstract and modular, so the designer can focus on
the flow and the media, as opposed to technology. The scripting technology/framework is designed so that the
modules “reuse” themselves, and also displays media in a variety of random formats in order to always give the
learner a fresh and engaging experience.
Conclusions / Recommendations
Video-on-Demand over Cable is a new and powerful medium for teaching and learning. It combines non-linear
video and software intelligence with the unique viewing behaviors of television. Interactive Video-on-Demand
spawns many new design concepts that dovetail very easily with common instructional techniques. Using special
software that enables both the design and delivery of interactive VOD instruction, curriculum developers can now
produce lessons and courseware that can reach broad audiences, while having each lesson be a highly personalized
learning experience for the student.
The basic functional modules of VOD are simple: Impart-Interact-Adjust. When combined with a repository of raw
instruction media, the combinations are endless. When designing for VOD instruction, the rules and flow of the
lesson are as important as the actual instructional media. Video, audio, and graphic assets can be re-used and re-
purposed to create seemingly original instructional products. These new instructional products adapt and
personalize themselves real-time so they appear differently to each learner.
While curriculum developers might not need to know deep technology in order to script new VOD learning products
they will need to think differently. Certainly the conceptual design process needs to focus on the ‘non-linear’, but
also on using existing assets, and targeting many different types and levels of viewers, and adapting. It means
designing in a ‘behavior’ and intelligence into the learning product that will know how to respond and adapt to
different learners and different situations.
Within the next 3 years Video-on-Demand will be available in almost every cable TV household. Curriculum
developers now have the opportunity, means and methods to tap into a $150 Billion home educational media market
so far not possible over television. Also within the next 3 years, Cable television systems will allow additional
functionality such as voice recognition, social networking, and two-way video – giving curriculum developers
almost unlimited possibilities to reach and teach students.
After nearly 10 years and over $80 billion dollars in digital cable infrastructure development, the ‘golden-spike’ has
finally been driven. The opportunity and possibilities have increased by several orders of magnitude almost
overnight. Video-on-Demand over cable television is about to give curriculum development a new renaissance, and
the time to start learning the VOD-specific concepts and techniques is right now.