Posts Tagged ‘video conferencing’

Bryan Alexander EdTech class

Follow Along With a Grad Seminar About Edtech: Part 1, Picking the Best Tech

By Bryan Alexander     Mar 12, 2019

https://www.edsurge.com/news/2019-03-12-follow-along-with-a-grad-seminar-about-edtech-part-1-picking-the-best-tech

a tech catalog for students to explore and choose from, partially based on Georgetown’s enterprise suite, including a learning management system (Canvas), blogging (WordPress or other), student-run web domains, web annotation (Hypothesis) https://web.hypothes.is/, collaborative writing (Google Suite), discussion boards (Discourse), and videoconferencing (Zoom).

Neil Selwyn’s excellent Education and Technology: Key Issues and Debates.

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How Can Digital Audio Enhance Teaching and Learning?

By Bryan Alexander     Mar 28, 2019

https://www.edsurge.com/news/2019-03-28-grad-seminar-on-edtech-part-2-how-can-digital-audio-enhance-teaching-and-learning

Before there were podcasts, there was pirate radio, rogue broadcasters flinging unusual sounds over borders and adding new music to cultures. And before that there was the “theater of the mind,” harnessing radio’s deep power to inspire listeners’ imaginations.

Then we advanced to podcasting’s second wave—the one we’re enjoying now—the one sparked by Serial’s massive success in 2014. When you consider audiobooks in the mix, it’s clear how varied and mainstream portable digital audio is today.

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https://www.edsurge.com/news/2019-04-18-video-assignments-are-the-new-term-paper-how-does-that-change-teaching-and-learning

Digital video has taken the world by storm. Netflix is busy changing television and movies. YouTube may be humanity’s largest collaborative cultural project, aggregating an astonishing amount of user-generated content. The Google-owned service is widely used that it may already soak up more than a third of all mobile traffic.

Unsurprisingly, we increasingly learn from digital video. The realm of informal learning is well represented on YouTube—from DIY instruction to guerrilla recordings of public speakers. Traditional colleges now rely on digital video, too, as campuses have established official channels and faculty regularly turn to YouTube for content. And new kinds of educational institutions have emerged, like the nonprofit Khan Academy,

We also explored the rise of teaching via live video. More colleges are using it for online learning, since it can make students and instructors more present to each other than most other media. We also saw videoconferencing’s usefulness in connecting students and faculty when separated by travel, illness or scheduling challenges.

Our readings—Zac Woolfitt’s “The effective use of video in higher education,” and Michelle Kosalka’s “Using Synchronous Tools to Build Community in the Asynchronous Online Classroom”—and discussion identified a range of limitations to video’s utility. Videoconferencing requires robust internet connection that not all students have access to, and even downloading video clips can be challenging on some connections. People are not always comfortable appearing on camera. And some content is not well suited to video, such as mostly audio conversations or still images.

Blended Synchronous Learning Environment

Wang, Q., Quek, C., & Hu, H. (2017). Designing and Improving a Blended Synchronous Learning Environment : An Educational Design Research. International Review of Research in Open and Distributed Learning, 18(3), 99-118

http://www.irrodl.org/index.php/irrodl/article/view/3034/4142

Definition: blended synchronous learning has attracted much attention and it is often labelled with synchronous hybrid learning (Cain & Henriksen 2013); synchronous blended learning (Okita, 201 3 ); multi – access learning (Irvine, Code, & Richards, 2013); or simultaneous delivery of course s to on – campus and off – campus students (White et al ., 2010). Adapted from the definition given by Bower , Dalgarno, Kennedy, Lee, and Kenney (2015), blended synchronous learning in this paper is defined as a learning method that enables online students to participate in classroom learning activities simultaneously via comput er – mediated communication technologies such as video conferencing . By following this approach , on – campus students attend F2F le ssons in the physical classroom. M eanwhile, online students who are situated at multiple sites participate in the identical class room learning activities via two – way video conferencing in real time .

With regard to  educational benefits , blended synchronous learning can help to establish rich teaching presence, social presence, and cognitive presence ( Garrison, Anderson, & Archer, 200 0 ; Szeto, 2015 ). A BSLE provides a mimic classroom environment (White et al. , 2010) , where teachers ’ direct instruction and facilitation can be easily carried out a nd the teaching presence is hence naturally established.

D2L video conferencing

my note: Finally

Increase engagement and improve collaboration with two-way video – explore the new Virtual Classroom tool in Brightspace.

Date:Time: 2:00 PM ET Duration: 1 hour Presenters: Jeff Lewis Associate Professor of Business, Metropolitan State University of Denver

Chief Learning Officer, YouSeeU  Laura Brick Senior Partner Marketing Manager, D2L