Short introductory level presentation showing how screencasting can be used as a tool in the classroom and the tools that you as a teacher need to get started.
Mathy Vanbuel - EMMA webinar: Capturing and delivering effective video as par...EUmoocs
EMMA webinar series: Capturing and delivering effective video as part of your MOOC including the innovative use of video to enrich your learning offer
MOOCs have always been associated with intensive use of video, early MOOCs were based almost entirely on video recordings of lectures, discussions, talking heads or interviews, and even though the production value may be modest, video still remains one of the highest costs on a MOOC budget. Increasingly the question is raised which kinds of videos lead to the best student learning outcomes in a MOOC? And which production techniques and methods provide a higher learning efficiency. In this webinar, we provide an overview of both production techniques and pedagogical approaches related to the use of video in MOOCs. This webinar aims at encouraging MOOC authors to explore new ways of using video.
Find out more about EMMA: http://project.europeanmoocs.eu/
Deborah Arnold - EMMA webinar: Capturing and delivering effective video as pa...EUmoocs
EMMA webinar series: Capturing and delivering effective video as part of your MOOC including the innovative use of video to enrich your learning offer
MOOCs have always been associated with intensive use of video, early MOOCs were based almost entirely on video recordings of lectures, discussions, talking heads or interviews, and even though the production value may be modest, video still remains one of the highest costs on a MOOC budget. Increasingly the question is raised which kinds of videos lead to the best student learning outcomes in a MOOC? And which production techniques and methods provide a higher learning efficiency. In this webinar, we provide an overview of both production techniques and pedagogical approaches related to the use of video in MOOCs. This webinar aims at encouraging MOOC authors to explore new ways of using video.
Find out more about EMMA: http://project.europeanmoocs.eu/
Short introductory level presentation showing how screencasting can be used as a tool in the classroom and the tools that you as a teacher need to get started.
Mathy Vanbuel - EMMA webinar: Capturing and delivering effective video as par...EUmoocs
EMMA webinar series: Capturing and delivering effective video as part of your MOOC including the innovative use of video to enrich your learning offer
MOOCs have always been associated with intensive use of video, early MOOCs were based almost entirely on video recordings of lectures, discussions, talking heads or interviews, and even though the production value may be modest, video still remains one of the highest costs on a MOOC budget. Increasingly the question is raised which kinds of videos lead to the best student learning outcomes in a MOOC? And which production techniques and methods provide a higher learning efficiency. In this webinar, we provide an overview of both production techniques and pedagogical approaches related to the use of video in MOOCs. This webinar aims at encouraging MOOC authors to explore new ways of using video.
Find out more about EMMA: http://project.europeanmoocs.eu/
Deborah Arnold - EMMA webinar: Capturing and delivering effective video as pa...EUmoocs
EMMA webinar series: Capturing and delivering effective video as part of your MOOC including the innovative use of video to enrich your learning offer
MOOCs have always been associated with intensive use of video, early MOOCs were based almost entirely on video recordings of lectures, discussions, talking heads or interviews, and even though the production value may be modest, video still remains one of the highest costs on a MOOC budget. Increasingly the question is raised which kinds of videos lead to the best student learning outcomes in a MOOC? And which production techniques and methods provide a higher learning efficiency. In this webinar, we provide an overview of both production techniques and pedagogical approaches related to the use of video in MOOCs. This webinar aims at encouraging MOOC authors to explore new ways of using video.
Find out more about EMMA: http://project.europeanmoocs.eu/
In this session, Mark Dorsey and Emily Brett explore using videos (screencasting, Zaption, Periscope) to improve student learning in an online environment.
In a nutshell screen capture is the art of developing educational materials by capturing a video of what is happening on a computer screen. This simple process can allow rapid creation of rich-media instructional aides. In this talk I will present some experiences of mine and of my colleagues in developing these resources for students of Oscail in Dublin City University who are studying a Bsc. in Information Technology by distance education. I will look at some tips I wrote two years ago on this topic and examine their continued relevance. The take-home message of this talk will be “publish or perish”, an exhortation to the educator to focus not on fancy production or editing of screen captures but rather on a process that involves a minimum of time and technical effort to create videos and get them to students. To finish I will give an overview of how we are using Camtasia Studio with Google Video as part of DCU’s roll out of Google Apps for Education and demonstrate some interesting aspects of this elearning platform.
Workshop on live and recorded video options for lecture capture, including information about the usefulness of lecture capture in your online/hybrid courses, flipped classroom strategies, and comparisons of popular tools such as Echo360, WebEx, and Camtasia.
Best Practices in the Production of Learning NuggetsKnut Linke
Presentation from the Learntec, Karlsruhe, Germany (27.01.-29.01.2015), Session: Specials / Video Production
Content:
Best Practices and Lessons Learned of the university of applied science Weserbergland (Hochschule Weserbergland) in the sector of learning nuggets production.
Best Practices in the Production of Learning Nuggets CC VersionKnut Linke
CC-Version (non CC images removed)
Presentation from the Learntec, Karlsruhe, Germany (27.01.-29.01.2015), Session: Specials / Video Production
Content:
Best Practices and Lessons Learned of the University of Applied Acience Weserbergland (Hochschule Weserbergland) in the sector of learning nuggets production.
Webinar delivered to in October 2009 for the AskWashington community. AskWA is a consortium of academic libraries in the Pacific Northwest who provide live, online reference help to their patrons via chat software.
In this session, Mark Dorsey and Emily Brett explore using videos (screencasting, Zaption, Periscope) to improve student learning in an online environment.
In a nutshell screen capture is the art of developing educational materials by capturing a video of what is happening on a computer screen. This simple process can allow rapid creation of rich-media instructional aides. In this talk I will present some experiences of mine and of my colleagues in developing these resources for students of Oscail in Dublin City University who are studying a Bsc. in Information Technology by distance education. I will look at some tips I wrote two years ago on this topic and examine their continued relevance. The take-home message of this talk will be “publish or perish”, an exhortation to the educator to focus not on fancy production or editing of screen captures but rather on a process that involves a minimum of time and technical effort to create videos and get them to students. To finish I will give an overview of how we are using Camtasia Studio with Google Video as part of DCU’s roll out of Google Apps for Education and demonstrate some interesting aspects of this elearning platform.
Workshop on live and recorded video options for lecture capture, including information about the usefulness of lecture capture in your online/hybrid courses, flipped classroom strategies, and comparisons of popular tools such as Echo360, WebEx, and Camtasia.
Best Practices in the Production of Learning NuggetsKnut Linke
Presentation from the Learntec, Karlsruhe, Germany (27.01.-29.01.2015), Session: Specials / Video Production
Content:
Best Practices and Lessons Learned of the university of applied science Weserbergland (Hochschule Weserbergland) in the sector of learning nuggets production.
Best Practices in the Production of Learning Nuggets CC VersionKnut Linke
CC-Version (non CC images removed)
Presentation from the Learntec, Karlsruhe, Germany (27.01.-29.01.2015), Session: Specials / Video Production
Content:
Best Practices and Lessons Learned of the University of Applied Acience Weserbergland (Hochschule Weserbergland) in the sector of learning nuggets production.
Webinar delivered to in October 2009 for the AskWashington community. AskWA is a consortium of academic libraries in the Pacific Northwest who provide live, online reference help to their patrons via chat software.
Create Narrated Slideshows and ScreencastsWesley Fryer
The ability to create narrated slideshows and screencasts and share them online should be a basic skill for digitally literate learners today. In this session we'll explore the reasons why "playing with media" (including narrated slideshows/screencasts) is essential for digital literacy development, and discuss why teachers as well as students should be able to create narrated slideshows specifically to teach, learn, and demonstrate content mastery. We'll view examples of narrated slideshows created by teachers as well as students, and learn about different tools we can use to create and publish these creations online. We'll discuss the "workflow" for students creating narrated slideshows as a class assignment, either at home or in class using a cart of laptop computers, iPads, or the school computer lab.
There are news stories and web articles about reverse instruction, or ‘flipping the classroom’, just about every day lately. Here’s 15 news stories from the last 4 weeks focused on this instructional technology phenomenon.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
Digital storytelling for the flipped classroomJISC Netskills
A 45 minute presentation to the RSC Scotland and Scotland's Colleges conference: "Connected for Learning: Flipping the Classroom" - 20th December 2011. Delivered by Chris Thomson
Diese Präsentation wurde im Rahmen des Workshops "Flipped Classroom und OER" bei der eLearning Experts Conference in Eisenstadt vorgestellt.
Inhalte: Flipped Classroom und Hochschulen, Flipped Classrom an Masterstudiengang Angewandtes Wissensmanagement an der Fachhochschule Burgenland.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
Flipping Learning: the Good, the Bad, and the UglyStaci Trekles
A look at the various options and tools for flipping the classroom, why this approach can work, and how it can backfire on even the best teachers.
Presentation for eVisionary 2013 in Valparaiso, IN
This presentation was given at the KSAALT Al Khobar Chapter Mini Conference in December 2015. It aims to give EFL teachers, who know they must embrace technology, but who are reluctant, a starter on how they can use technology in the classroom. The presentation is by no means exhaustive. You may think that you have better tools, in which case feel free to do another presentation, I will watch with interest! Also it does not take into account any software issues that may have developed since it was given. If I have time, I may write a sequel, so . . . . Watch this space!
Using vodcasts to teach programming in an odl environmentUnisa
Novice programmers cannot study the content knowledge of their field only, they must develop the practical skills required to use and apply their knowledge. These skills can only be obtained by demonstrations and practicing the writing of code. The novice programmer thus needs access to a skilled programmer and time in front of a computer to practice their skills. As the University of South Africa (Unisa) is an Open Distance Learning (ODL) institution with students from across the country, the continent and even the world, it is quite difficult to provide students with access to a skilled programmer. An alternative method had to be devised to take the skilled programmer out of the computer laboratory to the student. Ideally this alternative could then introduce the students to the programming requirements, without them having to attend any classes thus ensuring the time they spend in front of their computers writing code were used effectively. Enter “Video On-Demand broadcast”, better known as podcast. The presentation will show how podcasts was made, integrated into the learning material and implemented on the myUnisa Virtual Learning Environment (VLE).
1. Making short online lessons to support learning - Screencasts
using Screencast-o-matic or Powerpoints with voice
Tech Talk Tuesday - session 2
Pauline Porcaro - CoB ADG
2. ‘Coined by Udell (2005), screencasting is a way to present
“digitally recorded playback of computer screen output
which often contains audio narration” and to visually
demonstrate procedural information to students’
http://files.eric.ed.gov/fulltext/EJ913857.pdf
3. Brainstorm
Consider your specific discipline. How could you use
screencasts. What are the benefits in your discipline of
screencasting?
4. N.B.
Add to existing information;
do not duplicate
Remember scaffolding
Design with active
involvement in mind
Good for revision
6. Design steps and ideas
Place in context - why do they need to know?
Refer back to the appropriate prerequisite knowledge
Have an activity around it to check understanding
Create a community page/space for asking questions about it
Ask students to pause; work out an answer before continuing
Perhaps use as assessment or classroom activity - students can create one and
vote on the best
7.
8. Some resources
Kathy Shrock has an interesting Blog about all things educational
See her Blog on Screencasting
‘ Screencasts produced as learning support for these students have definite
benefits as learners have flexibility in accessing the resources at their convenience,
and they can watch step by step model explanations of concepts and operations.’
Loch and McLoughlin 2011
An Asciliite article on the instructional design of Screencasting
A study
9. Some software
Screencast-o-matic - maximum time 15 minutes - you get a URL you can share in
Blackboard - 15 minutes maximum - easy to use
Jing - maximum 5 minutes - is a downloadable file you can pop in Blackboard but
plays in Flash so no good for iPads etc
Snagit - this is excellent but has some problems inside RMIT
Show Me - iPad
Explain Everything - iPad
11. Recording voiceover on Powerpoint
These videos will help you get started -
For basic steps in recording - https://www.youtube.com/watch?v=QFmntINu_cI
For converting your Powerpoint to Video -
https://www.youtube.com/watch?v=QFmntINu_cI
For making a YouTube video with your Powerpoint -
https://www.youtube.com/watch?v=QFmntINu_cI
Or for better quality sound use Screencast -o-Matic over your Powerpoint, see this
short example
