Methods for engaging your students with media

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The document discusses a study by Ajjan and Hartshorne from 2008 that investigated faculty decisions to adopt Web 2.0 technologies. The study examined whether faculty were aware of benefits of using these technologies and what factors predicted their adoption. It focused on perceived usefulness, ease of use, and compatibility with teaching style. The findings were that efforts should improve perceived usefulness, ease of use and compatibility of Web 2.0 tools, and best practices models are needed to facilitate adoption in higher education. The document then provides descriptions of various media tools that could be used in courses.

Education Technology

Methods for Engaging
Your Students with
Media

22
Workshop Objective
By the end of the workshop,
participants will be able to:
Embed video and media in an online
course.

33
Ajjan and Hartshorne (2008)
Ajjan and Hartshorne from University
of North Carolina conducted a study
with the following two questions:
Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical
tests. The Internet and Higher Education, 11, 2, 71-80.

44
Ajjan and Hartshorne (2008)
1. Are university faculty aware of the
benefits of using Web 2.0
technologies to supplement the
traditional classroom instructions?
Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical
tests. The Internet and Higher Education, 11, 2, 71-80.

55
Ajjan and Hartshorne (2008)
2. What factors best predict faculty’s
decision to adopt Web 2.0
technologies to supplement the
traditional classroom instructions?
Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical
tests. The Internet and Higher Education, 11, 2, 71-80.

66
Ajjan and Hartshorne (2008)
The study focused on three attitudinal
components:
1. Perceived usefulness
2. Perceived ease of use
3. Compatibility (with teaching style)
Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical
tests. The Internet and Higher Education, 11, 2, 71-80.

77
Ajjan and Hartshorne (2008)
Findings
• Efforts should focus on improving the perceived
usefulness, ease of use, and compatibility (with
current practices) of Web 2.0 applications, as
well as improving faculty’s self-efficacy with
these emerging tools.
Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical
tests. The Internet and Higher Education, 11, 2, 71-80.

88
Ajjan and Hartshorne (2008)
Findings
• “Best practices” models are needed to further
facilitate the adoption of these emerging
technologies as tools for improving teaching
and learning in higher education.
Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical
tests. The Internet and Higher Education, 11, 2, 71-80.

99
Tool Evaluation
Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical
tests. The Internet and Higher Education, 11, 2, 71-80.
In your Participant’s Guide, use the
following criteria to evaluate each tool:
☐Usefulness
Ease of use
☐Compatibility (with your teaching style)

1010
Interactive Syllabus
• Post on home page of course as an
animated flipbook
• Encourages interaction
• Provides statistics (number of views)
flipsnack.com

1111
Class Polls
• Post on home page
• Ask students for opinions and
encourage comments
micropoll.com

1212
Countdown Timer
• Post on home page
• Gives a visual reminder of time left
(e.g. due dates, exams, class
events)
countdownr.com

1313
Videos
• Post relevant YouTube videos in
course content/lessons
• Shorten YouTube videos with Tube
Chop
tubechop.com

1414
Demonstration Videos
• Use to clarify a procedure or
process
• Use in grading to give audio/visual
feedback on assignments
screencast-o-matic.com

1515
Demonstration Videos
• Use to create short content
specific vignettes that are narrated
• Created on iPad
• Generates embed code or links
screenchomp.com

1616
Comic Strip
• Business English Instructor Example:
• Offer an extra credit assignment
to students who create a comic
strip of commonly misused words
pixton.com

1717
Digital Photos
• Business English Instructor Example:
• “Bad Signs” scavenger hunt
discussion board
• Students use digital/cell cameras
to capture images of incorrectly
written public media

1818
Audio Announcements
• Make a course communication in your
own voice
• Free “Phlogs” (phone blogs)
• Record on computer or mobile device
• Will generate voice-text transcription for
first minute recording
ipadio.com

2020
Which Tools Would
Compliment Your Course?
☐Usefulness
Ease of use
☐Compatibility

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Methods for engaging your students with media

1. Methods for Engaging Your Students with Media

2. 22 Workshop Objective By the end of the workshop, participants will be able to: Embed video and media in an online course.

3. 33 Ajjan and Hartshorne (2008) Ajjan and Hartshorne from University of North Carolina conducted a study with the following two questions: Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 2, 71-80.

4. 44 Ajjan and Hartshorne (2008) 1. Are university faculty aware of the benefits of using Web 2.0 technologies to supplement the traditional classroom instructions? Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 2, 71-80.

5. 55 Ajjan and Hartshorne (2008) 2. What factors best predict faculty’s decision to adopt Web 2.0 technologies to supplement the traditional classroom instructions? Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 2, 71-80.

6. 66 Ajjan and Hartshorne (2008) The study focused on three attitudinal components: 1. Perceived usefulness 2. Perceived ease of use 3. Compatibility (with teaching style) Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 2, 71-80.

7. 77 Ajjan and Hartshorne (2008) Findings • Efforts should focus on improving the perceived usefulness, ease of use, and compatibility (with current practices) of Web 2.0 applications, as well as improving faculty’s self-efficacy with these emerging tools. Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 2, 71-80.

8. 88 Ajjan and Hartshorne (2008) Findings • “Best practices” models are needed to further facilitate the adoption of these emerging technologies as tools for improving teaching and learning in higher education. Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 2, 71-80.

9. 99 Tool Evaluation Ajjan, H., & Hartshorne, R. (January 01, 2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 2, 71-80. In your Participant’s Guide, use the following criteria to evaluate each tool: ☐Usefulness Ease of use ☐Compatibility (with your teaching style)

10. 1010 Interactive Syllabus • Post on home page of course as an animated flipbook • Encourages interaction • Provides statistics (number of views) flipsnack.com

11. 1111 Class Polls • Post on home page • Ask students for opinions and encourage comments micropoll.com

12. 1212 Countdown Timer • Post on home page • Gives a visual reminder of time left (e.g. due dates, exams, class events) countdownr.com

13. 1313 Videos • Post relevant YouTube videos in course content/lessons • Shorten YouTube videos with Tube Chop tubechop.com

14. 1414 Demonstration Videos • Use to clarify a procedure or process • Use in grading to give audio/visual feedback on assignments screencast-o-matic.com

15. 1515 Demonstration Videos • Use to create short content specific vignettes that are narrated • Created on iPad • Generates embed code or links screenchomp.com

16. 1616 Comic Strip • Business English Instructor Example: • Offer an extra credit assignment to students who create a comic strip of commonly misused words pixton.com

17. 1717 Digital Photos • Business English Instructor Example: • “Bad Signs” scavenger hunt discussion board • Students use digital/cell cameras to capture images of incorrectly written public media

18. 1818 Audio Announcements • Make a course communication in your own voice • Free “Phlogs” (phone blogs) • Record on computer or mobile device • Will generate voice-text transcription for first minute recording ipadio.com

19. 1919 Instructor Avatar • Customizable avatar • Record from text, phone, or computer microphone • Extensive “Educator” community voki.com

20. 2020 Which Tools Would Compliment Your Course? ☐Usefulness Ease of use ☐Compatibility

21. 2121 Questions? Thank You!

Editor's Notes

4 minutesBefore presenting, open both the Workshop Presentation and the Video and Media Examples link in this course. During the presentation, you will go back and forth between the two applications. Welcome participants. Distribute Participant’s Guide.

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