This document discusses whether videoed lectures are an effective teaching tool. It begins by outlining some potential benefits of videoed lectures, such as allowing students to review material and learn at their own pace. However, it then presents two key reasons why videoed lectures may not be worthwhile: they could make learning uninteresting for students and hinder the development of students as independent learners by reducing the need to consult additional sources beyond the lecture. The document concludes that while videoed lectures have some merits, students' time is better spent doing independent study to focus on key course aspects.
This is my review of a TeacherTube video posted by Dr. Elizabeth Murphy. I looked at the video with a focus on the theories and principles of multimedia learning.
Authentic ESL Practice in Immersive Worlds.pptxssuser104c72
This document discusses creating authentic immersive English language practice for pre-medical students using virtual reality technologies. It provides context about a foundation program at Arabian Gulf University that aims to improve students' English proficiency over one year. The program wants to redesign its curriculum to provide more authentic medical-focused practice using virtual spaces for listening and speaking tasks.
The document reviews various options for creating immersive virtual environments for language practice, including using Minecraft: Education Edition or Mozilla Hubs. However, it finds limitations with voice recognition capabilities, automated responses, and recording features in these platforms. The document also examines assumptions about the ease of setting up virtual worlds, integrating voice recognition software, and students' willingness to follow
The HP VideoBook software turns plain text documents like textbooks into rich multimedia documents by supplementing the text with relevant videos. Studies show people retain information better through visual and interactive learning compared to passive reading. Initial pilots saw students using HP VideoBook improve their test scores more than the control group. The software provides an enhanced, immersive learning experience for students.
The document discusses the author's experience teaching the "net generation" and using technology in the classroom. It describes how the author initially thought students were engaged with technology, but realized some students lacked confidence using it. The author helped those students and saw engagement increase. The author then created an activity using iPods and QR codes that helped build students' technology confidence.
Continuing the Transition Into the Age of VideoZac Woolfitt
This document provides an overview of a presentation given by Zac Woolfitt at Eduhub Days at the University of Bern on January 29th, 2020. The presentation, titled "Continuing the Transition into the Age of Video," discusses video teaching and the transition to incorporating more video in higher education. It covers topics like video formats, video pedagogy, online and blended learning, and the future of video in education. The presentation aims to experience, practice, and reflect on various forms of "Video Teaching" and continuing the transition to more widespread adoption of video.
This document summarizes Angela Phillips' experience with blogging and reflections on using technology in education based on her role as an Advanced Skills Teacher. It discusses her initial reluctance to blog due to privacy concerns but realizing blogs could be useful reflection tools. It also describes a project she led using iPods and QR codes that successfully engaged students in a math homework activity. While technology can enhance learning, teachers need proper training to ensure equitable access for all students.
This document discusses implementing a flipped classroom model for teaching strategic management at the MBA level. It begins by describing the traditional lecture-based model and how a flipped classroom works. The author then implemented a flipped classroom for their MBA strategic management course. Students were divided into teams and tasked with developing their own dream companies. They studied concepts outside of class and worked on their companies in class with guidance from the instructor. Students presented on their company progress every few modules. The goal was for students to gain a practical understanding of strategic management concepts through this project-based learning approach. The author found that the flipped classroom engaged students in the material and allowed for a more student-centered learning experience compared to the traditional lecture model.
This document discusses a study by Albion et al. (2010) that examined students' preferences for accessing university services and course materials using traditional technologies versus mobile phones. The study found that the majority of both on-campus and online students preferred traditional web-based access to university services and materials over mobile access. However, over two-thirds of students found receiving SMS messages about grades, marks, and administrative information to be useful. The document also notes the potential for audio files to be shared via mobile phones given the high proportion of students who can access audio on their devices.
This is my review of a TeacherTube video posted by Dr. Elizabeth Murphy. I looked at the video with a focus on the theories and principles of multimedia learning.
Authentic ESL Practice in Immersive Worlds.pptxssuser104c72
This document discusses creating authentic immersive English language practice for pre-medical students using virtual reality technologies. It provides context about a foundation program at Arabian Gulf University that aims to improve students' English proficiency over one year. The program wants to redesign its curriculum to provide more authentic medical-focused practice using virtual spaces for listening and speaking tasks.
The document reviews various options for creating immersive virtual environments for language practice, including using Minecraft: Education Edition or Mozilla Hubs. However, it finds limitations with voice recognition capabilities, automated responses, and recording features in these platforms. The document also examines assumptions about the ease of setting up virtual worlds, integrating voice recognition software, and students' willingness to follow
The HP VideoBook software turns plain text documents like textbooks into rich multimedia documents by supplementing the text with relevant videos. Studies show people retain information better through visual and interactive learning compared to passive reading. Initial pilots saw students using HP VideoBook improve their test scores more than the control group. The software provides an enhanced, immersive learning experience for students.
The document discusses the author's experience teaching the "net generation" and using technology in the classroom. It describes how the author initially thought students were engaged with technology, but realized some students lacked confidence using it. The author helped those students and saw engagement increase. The author then created an activity using iPods and QR codes that helped build students' technology confidence.
Continuing the Transition Into the Age of VideoZac Woolfitt
This document provides an overview of a presentation given by Zac Woolfitt at Eduhub Days at the University of Bern on January 29th, 2020. The presentation, titled "Continuing the Transition into the Age of Video," discusses video teaching and the transition to incorporating more video in higher education. It covers topics like video formats, video pedagogy, online and blended learning, and the future of video in education. The presentation aims to experience, practice, and reflect on various forms of "Video Teaching" and continuing the transition to more widespread adoption of video.
This document summarizes Angela Phillips' experience with blogging and reflections on using technology in education based on her role as an Advanced Skills Teacher. It discusses her initial reluctance to blog due to privacy concerns but realizing blogs could be useful reflection tools. It also describes a project she led using iPods and QR codes that successfully engaged students in a math homework activity. While technology can enhance learning, teachers need proper training to ensure equitable access for all students.
This document discusses implementing a flipped classroom model for teaching strategic management at the MBA level. It begins by describing the traditional lecture-based model and how a flipped classroom works. The author then implemented a flipped classroom for their MBA strategic management course. Students were divided into teams and tasked with developing their own dream companies. They studied concepts outside of class and worked on their companies in class with guidance from the instructor. Students presented on their company progress every few modules. The goal was for students to gain a practical understanding of strategic management concepts through this project-based learning approach. The author found that the flipped classroom engaged students in the material and allowed for a more student-centered learning experience compared to the traditional lecture model.
This document discusses a study by Albion et al. (2010) that examined students' preferences for accessing university services and course materials using traditional technologies versus mobile phones. The study found that the majority of both on-campus and online students preferred traditional web-based access to university services and materials over mobile access. However, over two-thirds of students found receiving SMS messages about grades, marks, and administrative information to be useful. The document also notes the potential for audio files to be shared via mobile phones given the high proportion of students who can access audio on their devices.
The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
The document summarizes the author's experience using thought-sharing applications and blogs for educational purposes. Through observations of other teachers, the author began using thought-sharing applications like Wallwisher and Lino Sticky to facilitate collaborative work and discussion among students. While the applications showed promise, the author had limited success getting her own students to engage. The author also discusses using blogs to support reflective learning and sharing course materials. A survey found students were more likely to read blogs than write or comment on them. The author concludes that thought-sharing applications and blogs can enhance learning when used appropriately, but more research is needed on their educational impact.
How to improve your teaching using emerging technologyMike Pascoe
This document provides tips for improving teaching using emerging technology. It discusses using lecture capture, polling students, social media, enhancing slides, understanding millennial students, collaborative assignments, and evaluations. Lecture capture allows students flexibility but most prefer attending live. Polling engages students and assessing understanding. Social media facilitates communication. Enhanced slides should stimulate discussion with video, icons, and quality graphics. Technology should meet educational needs rather than being used just because it is new. Small changes can significantly improve learning when implemented strategically.
Flipping the classroom in HE addresses programs that typically do not have offerings online. Although the trend is to blend, the traditional HE classroom can use websites online and have a digital pree
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.
Is now the most important moment in the history of education?Zac Woolfitt
Is this the most important moment in the history of education?
After a year of lockdown, Higher Education is about to return to the classroom. What have we learned from a year of teaching on line? Will we be brave and daring enough to seize this moment to create a new education X.0?
Key Note presentation Zac Woolfitt for the University of St Gallen
May 27th, 2021
The document discusses using videoconferencing for linguistic rehabilitation with students. It describes the equipment used, including computers, a camcorder, and a video codec. Two student teams participated in weekly one-hour rehabilitation sessions over videoconference for two years. The whiteboard was the main tool, allowing students to complete exercises by moving pictures and text. Students quickly learned the required technical skills. Videoconferencing provided an interactive experience similar to in-person sessions and allowed pictorial communication to work well. However, preparing materials and exercises for the digital platform required significant work.
The document discusses challenges and solutions for integrating technology successfully in the language classroom. It emphasizes having realistic expectations for how technology can support rather than replace instruction. Teachers should define clear learning objectives and select technologies that enhance their teaching rather than feeling pressured to use technology for its own sake. While technology offers opportunities, its complexity should not be underestimated and negative impacts can result from poor integration. Learning activities should blend technology with sound pedagogy by creating engaging tasks that go beyond drill. Sufficient training is needed to support teachers' effective use of technology and content integration may take time to see results.
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
Step by step plan for producing video for online distance learningLeon Huijbers
The document provides a step-by-step plan for producing video for online distance learning courses at TU Delft. It outlines 14 steps, beginning with deciding what type of video to create and ending with posting the completed video online. The steps include having an advisory meeting to discuss plans, developing a script, recording/production, and enabling public access to the video. The document also provides tips on different video formats, locations for recording, educational principles for effective videos, and examples of different video types. The overall goal is to help lecturers efficiently and effectively create educational videos to support their online courses.
The impact of static versus interactive presentations on student achievement:...redheadgirlusc
This document provides a research proposal that examines the impact of static (PowerPoint) versus interactive (VoiceThread) presentations on student achievement in an online US history course. The researchers will teach two sections of the course using either PowerPoint lectures or VoiceThread enhanced lectures. Students will complete pre- and post-questionnaires on satisfaction and motivation, and take a final exam to assess achievement. The study aims to determine if interactive courseware leads to increases in student satisfaction, motivation, and achievement compared to static presentations.
Video Lecture Capture Initiative - Summer Pilot ReportWSSU CETL
This document summarizes the results of a pilot program at Winston-Salem State University that tested using lecture capture technology to record classes and make the recordings available to students online. The summary includes:
1) Student perceptions of the lecture videos were generally positive, with most finding them helpful for reviewing material and clarifying concepts. However, some students reported technical issues accessing the videos.
2) Both students and faculty felt the videos provided additional benefits to learning without negatively impacting class attendance. Suggestions were made to improve video quality and access.
3) The pilot showed promise but also identified areas for refinement, such as addressing technical issues and segmenting longer videos, to maximize the benefits of making course recordings
The document discusses the importance and applications of multimedia in education. It covers several key points:
1) Multimedia increases student motivation and facilitates active and experiential learning by engaging multiple senses. However, poorly designed multimedia can be tedious.
2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
The document discusses the need for teachers to have access to examples of alternative teaching practices through digital libraries of lesson videos. It describes how teachers were surprised to learn from international studies that there is little variation in how subjects are taught in the US. The LessonLab project aims to create online libraries of lesson videos linked to other teaching resources to help teachers learn from examples of different practices and improve their own teaching over time, as the medical profession has done through accumulating and sharing knowledge.
7 Things You Need to Know About Recorded LecturesRichard Berg
1. Camtasia is software used to record screen actions and narrate presentations. Instructors at UW-Stout use Camtasia to create video lectures and tutorials. A quiet room is available for recording.
2. Several instructors from different departments like Education, Chemistry, Physics, and Biology use Camtasia to create video content for their online and face-to-face courses.
3. Recorded lectures can be broken into smaller chunks and include captions for accessibility. Student surveys showed positive responses to the use of recorded lectures.
Video Lectures: How To and Best PracticesTeresa Potter
Studies have shown that using multimedia content such as video lectures can improve student learning and performance. Medical students who used multimedia performed better in operating rooms and needed less study time. A study testing different types of video lectures found positive impacts on student learning for all video lecture types. Students also generally remember images more efficiently than written or spoken content alone. When creating multimedia content, instructors should consider their instructional goals, the needs of the content, best practices, and available resources.
Using video in language teaching provides several benefits over only using audio. It allows students to see language in use through expressions, gestures, and other visual clues, aiding comprehension. Videos also expose students to different cultural contexts far beyond the classroom, such as typical British body language or American speech. When students make their own videos, it provides an authentic and creative task that encourages language production. Most students are also more engaged and motivated when both hearing and seeing language modeled in interesting video activities.
The document summarizes a study on the impact of video feedback compared to traditional written feedback. Students were given a choice between receiving written, video, or screen capture feedback on an assignment. Most students found the video feedback helped clarify their understanding and felt it provided more personal interaction compared to written feedback. While video feedback requires more time and poses some technical challenges, most students responded positively overall to the alternative feedback method. Further research is needed on a larger scale to better understand the benefits of video feedback.
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the ...Yessica Aguilar
The document discusses using video clips in college classroom teaching. It reviews past research on using videos over the last four decades and finds that videos can improve learning when integrated into multimedia presentations. The author provides guidelines for selecting appropriate video clips and 12 techniques for using clips effectively in teaching, such as to grab students' attention or increase memory and understanding. Research findings suggest videos activate multiple areas of the brain and intelligences in a way that promotes deeper learning compared to verbal-only stimulation.
The document discusses the latest updates to Sass including Sass 3.5 which now allows for a trailing comma in the last argument of a function call. It also mentions a book on Sass by Sitepoint that was tech reviewed by Hugo Giraudel and Miriam Suzanne. Finally, it provides a link to subscribe to further Sass updates.
The document discusses best practices for active learning and engagement in online teaching. It provides an overview of active learning strategies and challenges of the online classroom. Examples are given of online tools and strategies that demonstrate active learning, including asynchronous discussions, synchronous meetings, and student presentations. Research supports using interactive techniques, group work, and applying the seven principles of good teaching to enhance online engagement.
The document summarizes the author's experience using thought-sharing applications and blogs for educational purposes. Through observations of other teachers, the author began using thought-sharing applications like Wallwisher and Lino Sticky to facilitate collaborative work and discussion among students. While the applications showed promise, the author had limited success getting her own students to engage. The author also discusses using blogs to support reflective learning and sharing course materials. A survey found students were more likely to read blogs than write or comment on them. The author concludes that thought-sharing applications and blogs can enhance learning when used appropriately, but more research is needed on their educational impact.
How to improve your teaching using emerging technologyMike Pascoe
This document provides tips for improving teaching using emerging technology. It discusses using lecture capture, polling students, social media, enhancing slides, understanding millennial students, collaborative assignments, and evaluations. Lecture capture allows students flexibility but most prefer attending live. Polling engages students and assessing understanding. Social media facilitates communication. Enhanced slides should stimulate discussion with video, icons, and quality graphics. Technology should meet educational needs rather than being used just because it is new. Small changes can significantly improve learning when implemented strategically.
Flipping the classroom in HE addresses programs that typically do not have offerings online. Although the trend is to blend, the traditional HE classroom can use websites online and have a digital pree
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.
Is now the most important moment in the history of education?Zac Woolfitt
Is this the most important moment in the history of education?
After a year of lockdown, Higher Education is about to return to the classroom. What have we learned from a year of teaching on line? Will we be brave and daring enough to seize this moment to create a new education X.0?
Key Note presentation Zac Woolfitt for the University of St Gallen
May 27th, 2021
The document discusses using videoconferencing for linguistic rehabilitation with students. It describes the equipment used, including computers, a camcorder, and a video codec. Two student teams participated in weekly one-hour rehabilitation sessions over videoconference for two years. The whiteboard was the main tool, allowing students to complete exercises by moving pictures and text. Students quickly learned the required technical skills. Videoconferencing provided an interactive experience similar to in-person sessions and allowed pictorial communication to work well. However, preparing materials and exercises for the digital platform required significant work.
The document discusses challenges and solutions for integrating technology successfully in the language classroom. It emphasizes having realistic expectations for how technology can support rather than replace instruction. Teachers should define clear learning objectives and select technologies that enhance their teaching rather than feeling pressured to use technology for its own sake. While technology offers opportunities, its complexity should not be underestimated and negative impacts can result from poor integration. Learning activities should blend technology with sound pedagogy by creating engaging tasks that go beyond drill. Sufficient training is needed to support teachers' effective use of technology and content integration may take time to see results.
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
Step by step plan for producing video for online distance learningLeon Huijbers
The document provides a step-by-step plan for producing video for online distance learning courses at TU Delft. It outlines 14 steps, beginning with deciding what type of video to create and ending with posting the completed video online. The steps include having an advisory meeting to discuss plans, developing a script, recording/production, and enabling public access to the video. The document also provides tips on different video formats, locations for recording, educational principles for effective videos, and examples of different video types. The overall goal is to help lecturers efficiently and effectively create educational videos to support their online courses.
The impact of static versus interactive presentations on student achievement:...redheadgirlusc
This document provides a research proposal that examines the impact of static (PowerPoint) versus interactive (VoiceThread) presentations on student achievement in an online US history course. The researchers will teach two sections of the course using either PowerPoint lectures or VoiceThread enhanced lectures. Students will complete pre- and post-questionnaires on satisfaction and motivation, and take a final exam to assess achievement. The study aims to determine if interactive courseware leads to increases in student satisfaction, motivation, and achievement compared to static presentations.
Video Lecture Capture Initiative - Summer Pilot ReportWSSU CETL
This document summarizes the results of a pilot program at Winston-Salem State University that tested using lecture capture technology to record classes and make the recordings available to students online. The summary includes:
1) Student perceptions of the lecture videos were generally positive, with most finding them helpful for reviewing material and clarifying concepts. However, some students reported technical issues accessing the videos.
2) Both students and faculty felt the videos provided additional benefits to learning without negatively impacting class attendance. Suggestions were made to improve video quality and access.
3) The pilot showed promise but also identified areas for refinement, such as addressing technical issues and segmenting longer videos, to maximize the benefits of making course recordings
The document discusses the importance and applications of multimedia in education. It covers several key points:
1) Multimedia increases student motivation and facilitates active and experiential learning by engaging multiple senses. However, poorly designed multimedia can be tedious.
2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
The document discusses the need for teachers to have access to examples of alternative teaching practices through digital libraries of lesson videos. It describes how teachers were surprised to learn from international studies that there is little variation in how subjects are taught in the US. The LessonLab project aims to create online libraries of lesson videos linked to other teaching resources to help teachers learn from examples of different practices and improve their own teaching over time, as the medical profession has done through accumulating and sharing knowledge.
7 Things You Need to Know About Recorded LecturesRichard Berg
1. Camtasia is software used to record screen actions and narrate presentations. Instructors at UW-Stout use Camtasia to create video lectures and tutorials. A quiet room is available for recording.
2. Several instructors from different departments like Education, Chemistry, Physics, and Biology use Camtasia to create video content for their online and face-to-face courses.
3. Recorded lectures can be broken into smaller chunks and include captions for accessibility. Student surveys showed positive responses to the use of recorded lectures.
Video Lectures: How To and Best PracticesTeresa Potter
Studies have shown that using multimedia content such as video lectures can improve student learning and performance. Medical students who used multimedia performed better in operating rooms and needed less study time. A study testing different types of video lectures found positive impacts on student learning for all video lecture types. Students also generally remember images more efficiently than written or spoken content alone. When creating multimedia content, instructors should consider their instructional goals, the needs of the content, best practices, and available resources.
Using video in language teaching provides several benefits over only using audio. It allows students to see language in use through expressions, gestures, and other visual clues, aiding comprehension. Videos also expose students to different cultural contexts far beyond the classroom, such as typical British body language or American speech. When students make their own videos, it provides an authentic and creative task that encourages language production. Most students are also more engaged and motivated when both hearing and seeing language modeled in interesting video activities.
The document summarizes a study on the impact of video feedback compared to traditional written feedback. Students were given a choice between receiving written, video, or screen capture feedback on an assignment. Most students found the video feedback helped clarify their understanding and felt it provided more personal interaction compared to written feedback. While video feedback requires more time and poses some technical challenges, most students responded positively overall to the alternative feedback method. Further research is needed on a larger scale to better understand the benefits of video feedback.
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the ...Yessica Aguilar
The document discusses using video clips in college classroom teaching. It reviews past research on using videos over the last four decades and finds that videos can improve learning when integrated into multimedia presentations. The author provides guidelines for selecting appropriate video clips and 12 techniques for using clips effectively in teaching, such as to grab students' attention or increase memory and understanding. Research findings suggest videos activate multiple areas of the brain and intelligences in a way that promotes deeper learning compared to verbal-only stimulation.
The document discusses the latest updates to Sass including Sass 3.5 which now allows for a trailing comma in the last argument of a function call. It also mentions a book on Sass by Sitepoint that was tech reviewed by Hugo Giraudel and Miriam Suzanne. Finally, it provides a link to subscribe to further Sass updates.
This document provides a lesson on using the Event Menu buttons in RPG Maker 2003 to move events and teleport the player character. It describes two ways to set up movement - having everything on one event that moves in one direction, or making separate events for each square so the character moves no matter where they step on the path.
This very short document does not contain any substantive information to summarize in 3 sentences or less. It includes random characters and letters with no clear meaning or context.
This document provides an overview of a proposed digital magazine for Norwegian youth called "FÔR". The following key points are made:
1. The magazine would be designed for the iPad platform and aim to inform readers about current events and issues around the world.
2. It would target Norwegian youth aged 15-19 and use visual communication and an intuitive interface to engage and inspire readers.
3. Articles would provide in-depth background information on topics like global crises, environmental issues, and political changes. Interactive elements could also be included to further engage readers.
The document outlines a vision for place-based education at UBC's West Kootenay Teacher Education program. It details a collaborative project between the program and local communities to tell the story of Japanese Canadians interned in the area during WWII. Student teachers, faculty, elders, and filmmakers worked together to create documentaries and oral histories. The project strengthened place-based learning, cultural understanding, and connections between educational institutions and communities in the region.
This document provides a lesson on using the Event Menu buttons in RPG Maker 2003 to move events and teleport the player character. It describes two ways to set up movement - having everything on one event that moves in one direction, or making separate events for each square so the character moves no matter where they step on the path.
The document provides search results from Ingenta Connect for articles containing the term "podcast" in the title, keywords, or abstract from 2003-2008. It lists 8 results, including articles about using podcasts to promote government document collections, considerations for using podcasts in higher education, and experiences with podcasting at the University of Virginia Health Sciences Library.
The document introduces several new products from Husqvarna, including:
- A new handheld drill called the DM 220 that can be used wet or dry and features an electronic leveling system.
- A new high frequency drill motor called the DM 650 that has 18 speed options and can be powered by single or three phase power.
- A new power pack called the PP 65 HF that can power the DM 650 and other Husqvarna tools.
- An automatic drilling system called the AD 10 that mounts to drill stands and automatically drills and returns at variable speeds.
- A new wire saw called the CS 10 that mounts to wall saws and allows for wire sawing capabilities.
- A new demolition
El documento describe 7 aprendizajes fundamentales para los estudiantes: 1) actuar de manera autónoma y interactuar para el bienestar, 2) emprender proyectos para alcanzar metas, 3) ejercer la ciudadanía plenamente, 4) comunicarse para el desarrollo personal y la convivencia, 5) construir y usar matemáticas en la vida diaria, trabajo, ciencia y tecnología, 6) usar ciencia y tecnología para mejorar la calidad de vida, 7) expresarse con lenguajes artísticos y apreciar el arte en
The document summarizes the Fifth Dissemination Event of the PPP SIG (Podcasting for Pedagogy and Practice Special Interest Group) held on February 24, 2009. It provides an overview of the purposes and progress of the SIG over the past year, including hosting five dissemination events and six steering committee meetings. It also discusses the challenges of ensuring the sustainability and longevity of the SIG community, and strategies for building the community of practice through increasing participation, contributions of practitioner stories and student perspectives, and improving the wiki structure.
Shawn Krawetzki is a registered landscape architect with over 15 years of experience in landscape design, project management, and construction administration. He has successfully managed multiple projects simultaneously, on time and within budget, and has extensive experience in construction documentation, permitting, and construction observation. He is proficient in AutoCAD, Microstation, and other design software.
The document summarizes research on using video modeling to teach reading skills to students with difficulties. It reviews four research papers that studied the effectiveness of video modeling interventions. The studies found positive results on improving decoding skills and sight word recognition. However, not all participants improved and studies were limited by their short durations. Overall, the research supported the use of video modeling as an effective tool to help develop reading proficiency in students with special needs.
This document provides an overview of videoconferencing in education, including benefits, drawbacks, and examples of applications. Key points include:
Videoconferencing can provide meaningful learning experiences, increase interaction, and access outside resources, but also requires resources, training, and reliable technology. Examples of uses include research collaboration, virtual field trips, telementoring, and telecollaborative projects between classes. Transactional distance theory and transactional presence are discussed as frameworks for understanding videoconferencing pedagogy.
Effective use of video modelling to teach individuals with reading difficultiesSaud990443
Research and Evaluation: Effective use of video modelling to teach individuals with reading difficulties
EDGI900: Assessment 3 Research and Evaluation
Name: Saud Falah ALjohani 6418922
Tutor: Dr Sarah Howard
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
This study examined teachers' perceptions of using video reflections compared to text-based reflections in online graduate classes. 84 pre-service and in-service teachers enrolled in human development courses produced both written and video reflections as part of their coursework. A survey found that students found video reflections more challenging to produce due to technical skills and comfort speaking on camera, though they provided advantages like seeing others and increased personalization. While students reported gaining technical skills, they still preferred written reflections overall. The study concluded that more exposure and practice with video reflections was needed to fully understand students' perceptions.
Video based instruction has several advantages over text-based instruction:
1) Video can illustrate processes and examples in rich detail that cannot be shown through text alone.
2) It can grab students' attention and appeal to different learning styles, especially for visual learners.
3) When used in online learning, videos can provide additional support for content acquisition and skills refinement for students who would otherwise rely solely on asynchronous materials.
4) Facilitating grounded discussions around specific video examples and events can enhance problem-based learning compared to general postings without such references.
The document discusses using video clips in college classroom teaching. It reviews past research on using videos over the last four decades and finds that videos can improve learning when integrated into multimedia presentations. The author provides guidelines for selecting appropriate video clips and 12 techniques for using clips effectively in teaching, such as to grab students' attention or increase memory and understanding. Research findings suggest videos activate multiple areas of the brain and intelligences in a way that promotes deeper learning compared to only verbal or textual stimuli.
WR Paper: Mapping the Latest Research into Video-Centric ...Videoguy
This document summarizes recent research on video-based distance education technologies. It finds that interactive videoconferencing can be as effective or more effective than traditional classrooms when instructors keep learners engaged. Research also shows the importance of interactivity supported by videoconferencing and the need to design instruction around this capability. Studies identify instructional strategies that maximize success with videoconferencing. When used appropriately, videoconferencing provides a cost-effective way to deliver education to more students. On demand video and lecture capture may increase learner retention. More research is still needed, especially on economic impacts and reasons for technology failures in some programs.
Video that matters enhancing student engagement through interactive oct14Sirui Wang
This is presentation focused on video-centric program for online education. Using interactive video lecture to enhance students' active learning experience in online environment is crucial in online education.
1. The document discusses using audio and podcasting in educational contexts beyond just lecture recordings. It highlights emerging innovations that use audio to enhance learner experiences and promote student creativity.
2. A podcasting pilot project tested various models of using audio for teaching and learning. Participants mapped the models on continuums of teacher-centered to student-centered and formal to informal. There was diversity in how the models could be applied.
3. Findings showed audio supports shifting teaching from teacher-centered to student-centered and can be quickly implemented. However, audio is still seen as supplementary. Barriers include mixed competence/confidence and assessing process over product is better.
Learning Is Enhanced By The Use Of Visual Aidsnoblex1
In higher education teachers often fail to exploit the instructional advantages of audiovisual materials. Teachers in some disciplines use media very heavily and we know that learning is enhanced by the use of visual aids because pictorial representations and symbols clarify verbal explanations and provide additional clues for memory. Effective teachers plan ways to engage the visual sense as an important part of the teaching process, regardless of what they teach. Visual aids are most often used to illustrate or reinforce lecture material, but they can also be used to stimulate discussion and encourage student participation.
Many of us have been the victims of teachers who used media poorly and some may feel that these materials are inappropriate for college-level instruction. As a practical matter, however, there are three factors that tend to keep us from using more instructional media: lack of awareness about their benefits, lack of knowledge about how to use them, and lack of media equipment in our classrooms.
The terms "instructional media" and "audiovisual aids" generally refer to materials that teachers use as lecture support (e.g., slides and transparencies) or as an additional learning stimulus for their students (e.g., films and videos). The term "instructional technology" traditionally includes these materials, but nowadays applies more often to computer-based media and electronic hybrids. As promising as some of these newer forms of media might be, their everyday application by faculty will only occur when classrooms are equipped with the appropriate technology. In this article, we are primarily concerned with the traditional forms of classroom media and their appropriate applications.
It is true that, in many fields, one can teach effectively with only blackboard and chalk, but instructors who do so may be missing an opportunity to be even more successful in their teaching. Blackboards have shaped our education from kindergarten through graduate school and we are loath to abandon an old friend, but as a lecture aid the blackboard has severe limitations. We spend valuable class time writing or drawing on the board, and if a lecture requires detailed diagrams, color-coding, or developmental sequences, the blackboard is inadequate to the job. The simplest audiovisual aids (slides or transparencies) can easily accomplish these tasks.
Researchers long ago settled the question of whether audiovisuals can improve learning - it is clear that they can - and current investigations focus instead on more complex questions, such as the ways media can stimulate critical thinking and help students develop a cognitive framework of the course material.
Source: https://ebookscheaper.com/2022/03/30/learning-is-enhanced-by-the-use-of-visual-aids/
Technology based note-taking strategies for disabled students, June 2014Abi James
This document summarizes research on note-taking difficulties faced by disabled students and technology-based solutions to support them. It finds that note-taking is especially challenging for students with disabilities impacting concentration, processing speed, and memory. While universities often provide lecture materials in advance and recordings, these do not replace personalized notes and have limitations. The document evaluates different note-taking technologies and finds that while centralized recordings are useful, personal recordings made during lectures best support note-taking for disabled students.
This research proposal aims to investigate the effect of using English documentary videos with English subtitles on students' listening comprehension abilities. The researcher plans to conduct an experiment comparing students' listening test scores after watching documentaries with and without subtitles. Previous studies have found that subtitles can help learners understand content while also improving listening and reading skills simultaneously. However, subtitles in students' native language may distract from developing English listening skills. The researcher intends to determine if English subtitles specifically can boost listening comprehension for diploma students in Malaysia compared to no subtitles. The proposal outlines the research questions, objectives, methodology, and significance of addressing this gap in knowledge about optimal listening instruction tools.
This document provides guidance on implementing a flipped classroom approach for online teaching and learning. It defines a flipped classroom as delivering instructional content online before class so class time can be used for hands-on activities and collaboration. The document outlines best practices for the pre-class, in-class, and post-class phases and recommends several free digital tools that can help implement each phase, such as Khan Academy for pre-class videos, Google Classroom for in-class assignments, and YouTube for student project sharing. The goal of a flipped classroom is to actively engage students in applying their new knowledge during class.
Multimedia in education combines text, video, sound, graphics, and animation to provide a powerful new tool for teaching and learning. When used interactively, it allows students and teachers to choose their own path through linked ideas, rather than following a linear presentation. Effective use of multimedia requires considering human and technical factors like how much text or graphics will overwhelm viewers. It also requires resources like appropriate classroom architecture and technology. When students also produce their own multimedia works, it enhances the learning process by having them research, design, and communicate their understanding from multiple perspectives.
#HETL14 Willis and Graham: Use of multimedia in fully online programmesSUNY Oneonta
The document summarizes research on the use of multimedia in online programs for professionals. It discusses:
- Current practices using multimedia at the University of Liverpool (UoL) and University of Alaska Southeast (UAS), including audio transcripts, panel discussions, and videos.
- Student perceptions from interviews and surveys at UoL and UAS, which found multimedia increased enjoyment and connection, but could also be distracting if excessive.
- Suggestions for improving multimedia included providing a variety of multimedia formats from different perspectives, balancing multimedia across modules, and incorporating more interactivity through live discussions.
An invited presentation given at the University of the Sunshine Coast Learning and Teaching Week. Please cite: Sankey, M. (2015). ‘Multimodal design and using technology for effective learning’, Teaching Visions: See teaching in new ways. University of the Sunshine Coast. 14 – 18 September.
N.Maniar (University of Portsmouth) - Is it a Podcast? MEL SIG
A podcast is a digital audio file that is distributed over the internet for playback on devices like computers or mp3 players. To study the educational benefits of audio podcasting, researchers at the University of Portsmouth had lecturers record weekly audio summaries of their lectures for 323 students across 5 units. A survey found that 56% of students listened to at least one of the 86 audio files, with most accessing them via the university's online learning system rather than subscribing directly through podcasting software. The audio files were intended to help with revision rather than directly relating to exams, which may explain why not all students listened to them.
Universities across the UK are conducting research on podcasting in various areas:
1) Evaluating the use of podcasting for teaching and learning, such as automatic recording for students and assessing the impact on exam success.
2) Exploring models of audio feedback and how podcasting can support authentic learning experiences.
3) Experimenting with using podcasts to engage employers and evaluate their effectiveness.
4) Examining staff and student uptake of podcasting technologies and exploring collaborative research opportunities.
The School of Psychology at Bangor University began a project to implement and evaluate the use of podcasts to support student learning. Some lecturers agreed to have their lectures recorded and distributed as audio or video podcasts to students. Students provided positive feedback on podcasts and found them useful for reviewing lectures. The project aimed to evaluate the benefits of using podcasts for learning as well as the technical aspects of recording and distributing podcasts.
Pedagogical models for podcasts in higher education conference paperMEL SIG
This paper discusses an ongoing UK study called IMPALA that is investigating the impact of podcasting on student learning in higher education. The study involves over 400 students and 15 academic staff across 5 universities. Initial findings from a pilot study found that students were willing and able to use podcasts on their personal devices like MP3 players for educational purposes. The full study will analyze data from student questionnaires and interviews to develop pedagogical models for how podcasts can be effectively integrated into different university courses and disciplines to enhance learning. The models and findings will be shared on the project's blog to help other educators design podcast-based learning activities.
The document summarizes a case study that examined how podcasts created by a professor could support student learning in an undergraduate engineering course. Key findings include:
1) Students accessed podcasts using devices like computers and iPods with no issues.
2) Most students listened to multiple podcasts, often early in the week when content was relevant. Many listened off-campus, showing potential for mobile learning.
3) Podcasts helped students organize their work, focus on the course, and develop positive attitudes towards the professor. However, listening to educational content requires a different mindset than entertainment.
4) While mobile devices provide flexibility, students noted that engaging academic content requires taking notes, which
This paper discusses an ongoing UK study called IMPALA that is investigating the impact of podcasting on student learning in higher education. The study involves over 400 students and 15 academic staff across 5 universities. Initial findings from a pilot study found that students were willing and able to use podcasts on their personal devices like MP3 players for educational purposes. The full study will analyze data from student questionnaires and interviews to develop pedagogical models for how podcasts can be effectively integrated into different academic contexts and disciplines to enhance learning. The models and findings will be disseminated through the IMPALA blog and publications.
Mr. Nipan J Maniar is a professor at the University of Portsmouth who has received several honors and awards for his work. He has been nominated for teaching awards in 2007 and 2006. He has also been selected to represent the university in an upcoming research assessment. His research focuses on using digital media like video and mobile games to help international students overcome culture shock. He has published many papers on these topics and his work has been featured in several newspapers and television/radio programs.
This document summarizes a research article that evaluated the use of audio and video podcasts to deliver supplementary lecture materials to campus-based university students. The author describes a simple and cost-effective method for producing video podcasts combining lecture slides and audio without specialist software. Survey results from students who used the podcasts revealed enthusiasm for the recordings to aid revision and preparation, but suggested podcasts may not be effective for mobile learning. Download patterns and survey responses indicated podcasts were unlikely to impact lecture attendance.
Podcasting - audio and video files available for automatic download through subscription - has grown as an educational medium. Educational institutions have adopted podcasting to record and distribute lectures, lessons, and other materials. Students can also use podcasting to submit work and express creativity. One reason for podcasting's appeal is portability - files can be accessed on laptops and mobile devices. This document discusses current uses of podcasting in education, media companies, and training, as well as potential future uses in education.
This document summarizes a study of the increasing adoption of podcasting by UK universities between 2006-2007. The study identified four main characteristics of educational podcasting usage: teaching-driven, service-driven, marketing-driven, and technology-driven. Teaching-driven podcasting aims to augment teaching through tools like lecture summaries and additional materials. Service-driven podcasting provides information like library tours and department news. Marketing-driven podcasting recruits prospective students through content like university tours. Technology-driven podcasting shares best practices in using podcasting technologies.
This document provides an overview of podcasting and webcasting technologies. It discusses how podcasting allows for audio and video content to be downloaded and listened to later on portable devices, unlike webcasting which requires an internet connection. The document develops a conceptual model to understand student motivations for using different communication media based on media richness theory. It proposes testing this model and various hypotheses about factors influencing student media preferences through a survey and logistic regression analysis. The results of this study are described as inconclusive, possibly due to lack of student experience with podcasting.
This document discusses several legal issues related to podcasting in education:
1. Copyright law protects original creative works included in podcasts, such as scripts, recordings, and images. The owner of copyright is usually the creator/author of the work. Podcasts may involve copyright of the underlying content as well as the sound recording.
2. upcoming regulations may consider educational podcasts a form of broadcasting and impose new standards, though non-commercial uses may be exempt.
3. In addition to copyright, moral rights and trademarks must be considered when using third-party content or brands in a podcast. Institutions should take care to comply with all applicable laws.
This document discusses a research project that explored using podcasts in teaching politics and international relations at the University of Leeds. It aimed to determine what value podcast consumption and production could bring to the learning process. The researchers found that replacing lectures with podcasts was rejected by students. Instead, they created short summary podcasts ("podules") of lectures and asked students to produce their own podcast summaries of seminars. Students responded positively to these uses of podcasting as a supplement to traditional teaching methods within a blended learning approach. The project provided opportunities for both consuming existing podcasts and producing original student podcasts.
This paper explores a project that integrated podcasts into a university course on US Foreign Policy. The project had students both consume existing podcasts and create their own podcasts. A survey found that most students saw benefits to listening to podcasts related to their studies. Students reported using podcasts they discovered in their essays and dissertation. The project encountered some technical difficulties in sharing podcasts, but was overall successful in stimulating additional learning opportunities for students and making course material more current and engaging for the "digital native" student generation.
This document summarizes the Linguacast Project at Newcastle University, which created an online language learning podcast site and used it for the Schools' Enterprise Euromarché project. The Linguacast site demonstrated how podcasts could be used for language teaching by providing recordings in various languages. It received funding to create content and was later used to provide vocabulary and language skills for 51 schools participating in the Enterprise Euromarché event. The project showed that podcasts allow convenient, open access to up-to-date language learning materials for both classroom and independent use.
This document summarizes an article about podcasting for language learning. It begins by defining podcasting and discussing how the popularity of portable media players and iTunes has increased access to podcast resources. It then reviews current practices in podcasting, including the types of content available. It classifies podcast resources for language learning into two main groups: authentic content from native speakers, and language courses/teaching content specifically designed for language learning. The latter are further divided into stand-alone courses and supporting materials for classroom teaching or independent learners. The document discusses some examples of how institutions have utilized podcasting for language instruction.
The document discusses an audio feedback workshop offered by the Academic Development department at the University of Sunderland. It provides findings from previous studies that show students prefer verbal or audio feedback over written feedback alone. The workshop aims to introduce audio feedback using Audacity software and discuss its usefulness compared to other feedback methods. Participants will learn how to provide audio feedback and create an action plan to apply it. The goal is to enhance the student experience through more meaningful feedback and explore innovative approaches.
Prof. Gilly Salmon's presentation discusses the pedagogical benefits of podcasting for education. She outlines several benefits, including flexibility for students, appealing to learning preferences, giving students more control over their learning, and potentially increasing student motivation and engagement. She also discusses how podcasting can help integrate learning across different locations and exploit learner-owned devices. The presentation provides examples of how podcasts can be used for different aspects of university education, such as lectures, seminars, labs, and giving feedback. It emphasizes the importance of design and integration when developing educational podcasts.
The document discusses using podcasting to support learning at the University of Greenwich. It summarizes that the university has developed podcasts and screencasts of lectures, tutorials, and feedback for various courses using Macbooks, iPods, iPhones, and an Xserve. Students found the screencasts most useful for learning due to the visual nature of the subject matter. When interviewed, students said lecture podcasts were not usually listened to if lectures were not missed, but would have been used if a lecture was missed. Screencast tutorials were preferred over PDFs as they required students to problem solve. The document provides recommendations for effective podcasting including using MP4 formats, limiting lecture lengths, and keeping screenc
The document discusses an audio feedback workshop offered by the Academic Development department at the University of Sunderland. It provides findings from previous studies that show students prefer verbal or audio feedback over written feedback alone. The workshop aims to introduce audio feedback using tools like Audacity, discuss its usefulness compared to other feedback methods, and develop an action plan for its application and evaluation. Participants will learn how to provide audio feedback and share experiences implementing it to support a collaborative approach across institutions.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Assessment and Planning in Educational technology.pptx
Bennett plymouth
1. Are videoed lectures an effective teaching tool?
E. Bennett
Department of Creative Technologies,
University of Portsmouth, UK
N. Maniar
Department of Creative Technologies,
University of Portsmouth, UK
Videoing face-to-face lectures is growing in popularity within higher
education. Previous work has focused heavily on discussing the potential
benefits. To provide educators with a more balanced view, this short paper
highlights the reasons why this activity may not be worthwhile.
1. Introduction
When used appropriately, video can be a powerful teaching medium (Hartsell and
Yuen 2006; Shephard 2003). Reviewing the previously reported uses of video reveals
two areas where it is especially effective:-
1. To grab a student’s attention and motivate them to learn (Oishi 2007;
Hoover 2006; Hazen, Kelly and Sramek 2002; Benney 2001; Roskos-Ewoldsen
and Roskos-Ewoldsen 2001). For example, showing a television news clip at
the start of a lesson to simulate discussion and demonstrate the relevance of the
topic to the students’ own lives. Thus, the primary aim is not to use video to
teach the material itself. Or as Oishi (2007, p. 32) puts it, “These videos do not
provide content, but they can stimulate the interest that makes the curriculum
relevant or "jumpstart" lessons”.
2. When a highly realistic depiction of reality is important (Brunvand and
Fishman 2007; DeLeng, Dolmans and van de Wiel 2007; Palmer 2007; White
2007; Jones, Kolloff and Kolloff 2006; Wagener 2006; Green, Voegeli, Harrison
and Phillips 2003; Marshall and Cullen 2003; Herron, Dubreil, Corrie and Cole
2002; Liedtka 2001; Harwood, and McMahon 1997; Verran 1992). This could
be when it is necessary to expose students to things they would not otherwise
have the opportunity to see (e.g. medical procedures), or when it is necessary to
‘humanise’ a topic (e.g. showing dramatisations or films when teaching about
the war). This is exemplified by DeLeng, Dolmans and van de Wiel (2007) who
used video case studies to improve medical education. They explain“The video
cases enabled them [the students] to create realistic mental pictures of disorders,
provided integrated pictures of patients as people, which challenged them to
elaborate the cases seriously and were more memorable than text-based cases.”
(p. 181).
2. However, there is one growing use of video within higher education that does not fit
into either of these areas; namely the videoing of live face-to-face lectures for
students to watch again later.
At its most basic, a videoed lecture involves directing a video camera towards the
front of the lecture theatre to capture the lecturer, their Power Point slides and their
voice. A more advanced setup involves videoing the lecturer and displaying their
Power Point slides along side in a separate frame. Given that a videoed lecture
essentially involves the live capture of salient visual and auditory information, the
situation in which only the lecturer’s voice and the presentation graphics stream are
captured can also be classed as a videoed lecture.
Emerging technology can automate the process. This ensures that a lecturer only
needs minimal technical knowledge and spends no additional time creating the
recordings (other than the time to give the lecture). Providing there is a camera/s
installed in the lecture theatre, this technology will record the lecture, process the file
and then add it to a database so a student can search for the video online (e.g. E-
Lecture Portal 2007; Wang, Ngo and Pong 2007; Hürst and Deutschmann 2006;
Mertens, Ketterl and Vornberger 2006; Fujii, Itou and Ishikawa 2006; Hartle, Bär,
Trompler and Rößling 2005; Zhang, Crawford, Rui and He 2005; Mukhopadhyay and
Smith 1999).
Proponents of videoing lectures argue there are many benefits for students. Previous
discussions of the negative aspects of videoed lectures have focused on either short-
term issues or, more commonly, the technical limitations and quality issues. Given
that automating the process of videoing a lecture is not a simple problem and the
enabling technology is not yet mature, this is a reasonable area for concern. However,
one important point is surprisingly absent from discussions thus far; can videoed
lectures actually have a negative impact upon a student’s education?
This paper seeks to redress this balance. Putting technological issues aside, it briefly
reviews the benefits suggested previously (Section 2), and then highlights why
videoed lectures may not actually be a worthwhile activity (Section 3).
2. Potential benefits of videoing lectures
It has been argued that videoing face-to-face lectures can provide students with a
valuable resource to complement their studies (Hermann, Hürst and Welte 2006;
Krüger and Nickolaus 2006; Brotherton and Abowd 2004). Students can watch the
videoed lecture to revisit any points that they did not understand whilst watching the
lecture face-to-face. Furthermore, they can stop, start and rewind the video to address
their specific needs. In fact, software has been developed that enables students to
personalise a videoed lecture by adding their own annotations (Lauer, Trahasch and
Zupancic 2005). On a more practical level, videoing lectures allows students to catch
up if they miss a face-to-face lecture. This also enables them to adopt a more flexible
learning pattern if they wish.
Despite these suggested benefits, few evaluations have been conducted. Furthermore,
the evaluations that have been conducted show conflicting findings. Some indicate
that videoed lectures can improve students’ grades and increase their overall level of
3. satisfaction and confidence with the course (Chiu, Lee and Yang 2006; Day and Foley
2006; Harley et al. 2003; Zupancic and Horz 2002). However, other work found that
the availability of videoed lectures made no significant difference (Brotherton and
Abowd 2004; Bell, Cockburn, McKenzie and Vargo 2001). There is also conflicting
evidence surrounding whether providing video recordings of lectures has an adverse
affect on attendance (Brotherton and Abowd 2004; Bell et al. 2001).
3. Potential negative impact of videoing lectures
Although some (but not all) evaluations revealed positive feedback from students
(Section 2), there are two underlying reasons why videoed lectures may not benefit
the majority of students.
3.1 Videoed lectures make learning uninteresting
When physically attending a live lecture, the lecturer can convey their enthusiasm for
the subject, thus grabbing the students’ attention and inspiring them. However, whilst
the lecturer can be an excellent public speaker and the subject matter presented in a
fascinating way, these qualities are often somehow lost when transferred to a video
watched on the small screen. Additionally, the viewer is less forgiving of the
lecturer’s minor mistakes and audience disruptions when watching the recording.
Given that a student will have between 6 and 12 hours of face-to-face lectures a week,
if they routinely spend their time re-watching their lectures on video, it is likely their
learning experience will become dull and repetitive.
To be fair though, this is ultimately a matter of personal opinion. Readers are
encouraged to watch some of the examples of videoed lectures available online
(searching Google or iTunes will reveal many) and judge for themselves.
3.2 Videoed lectures may hinder the development of students as independent
learners
Although the authors argue that videoed lectures are simply an uninteresting format
(Section 2), this really comes down to a matter of personal choice. There is, however,
a more important reason why the authors believe that videoed lectures will not benefit
students in the long term.
One of the key aims of a university is to help students develop the transferable skill of
being able to learn for them selves. They should not see a lecture, or indeed the
lecturer, as the only source of knowledge about the subject area. Instead, a lecture
should teach students the key ideas, and students should then be expected to consult
other sources to clarify things they did not understand. For a new student this may be
as simple as studying the recommended course text book, whereas more advanced
students may visit the library, search the internet or even read academic journal papers.
This activity is crucial if students are to develop into independent learners.
When considering the purpose of a university at this basic level, the argument against
videoing lectures is clear. Videoing lectures promotes the idea that the lecture is the
only important source of knowledge about the subject area. It removes the students’
need to consult other sources, and hence reduces the opportunity for them to develop
4. as independent learners. Or in other words, videoing lectures promotes the transfer of
knowledge and facts, whilst diminishing the importance of constructing knowledge.
It could be argued that the common practice of giving students a copy of the Power
Point slides suffers from the same problem as giving students a video of the lecture.
However, this is not true. Power Point slides (typically) give students an overview of
the concepts and key terms, however, their virtue is that they are incomplete.
Therefore, in contrast to videoed lectures, they only provide a starting point for
making notes and consulting other sources to clarify points that were not understood.
Clearly, it is idealistic to believe that all students independently investigate things
they did not understand after a lecture. In reality, they often do not. Pragmatists may
argue that universities may as well accept this, and use videoed lectures to overcome
the problem. However, the authors argue that anything that reinforces the idea
students do not need to look beyond the lecture material to gain an understanding of a
subject area should be treated with caution.
4. Conclusion
This short paper draws attention to the growing trend of videoing lectures. The
educational benefits of this activity have previously gone unchallenged. In a bid to
start a more balanced discussion and prevent the area from becoming technology-
driven, this paper examined both sides of the argument.
Ultimately, a student only has a limited time to spend on a course outside of class.
Whilst using videoed lectures does have some merits, a student’s time is probably
better spent answering questions that require them to do some independent study and
focus their attention on key aspects of the course.
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