The college rolled textbook costs into tuition the same way costs associated with athletic fields, libraries,
and classroom equipment are rolled into tuition.
OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing—including for commercial purposes—and collaborating with others. They include educational materials, such as lesson plans, games, textbooks, tests, audio, and video. In addition to being free, these no-cost teaching and learning materials are available online for anyone to use, modify or share with others.This use, reuse, and remixing of instructional materials is a powerful way to gain and share knowledge. Because OER are customizable and flexible, they can be used very effectively to support students to achieve their learning goals.
OER Commons is a digital library where educators can find resources to develop, support and amplify their maker space practices. The site is searchable by subject, grade level or standard. Users can also filter results to include topics, such as activities and labs, games, videos, lesson plans, and interactive tools.
Zaghab, R. W., & Beckenholdt, P. (2014, June). Textbook-Free Learning: A Framework for Critical Analysis. In Proceedings of the 9th International Conference on e-Learning: ICEL 2014 (p. 190). Academic Conferences Limited.
Textbooks are losing relevance in the higher education classrooms partially due to the high costs and slow speed of textbook publication in the midst of the growing supply of open electronic resources. With trends toward online course delivery, more colleges are considered online resources as a matter of policy without an adequate framework for decision making during times of rapid transformation. The purpose of this paper is to improve the balance and deliberateness of university decision making in considering Textbook-free approaches. The proposed line of inquiry responds to a critical and timely question: Under what conditions might Textbook-free online course resources offer the best approach to a quality higher education learning experience? A three-part analytical framework is proposed to consider resource quality, institutional commitments, and external trends. By distilling the literature, the authors propose: 1) universal quality indicators for online and open education resource selection for a course or classroom; 2) institutional factors and resources that impact the quality of the Textbook-free approach; and 3) the selection of instructional resources based on environmental factors and transformational change influencing fields of study. Punctuated equilibrium theory helps to inform the framework. With the assumption that classrooms prepare students for the world of work, the proposed framework identifies challenges to the identification of educational resources for fields undergoing disruptive change.
From the Blended and Online Learning discussion list:
We’re working on a grant program at my unit to improve these lec-capture courses. One of the ways is to train faculty:
We’ve seen that these courses have very little student engagement, especially for online students for whom this is the main medium of instruction. It’s challenging for the instructors to keep the online student in mind as they teach their lec-capture class. This is not surprising, since they’re essentially being asked to teach 2 different audiences simultaneously – in class and online. However, given that this is not going to change in the near future for us, we’ve begun exploring ways to train faculty to do a better job given the constraints. Below are some ideas:
We are in the process of creating a sort of “checklist” to address things that can be done before, during, and after the class and ways of streamlining the process.
BEFORE
Make faculty familiar with the technology – do tours of rooms, tutorials, short workshops, etc.
Syllabus, Schedule and instructional materials are prepared before the semester begins.
Learning objectives, outcomes, and assessments are aligned and made transparent to the students.
Design pedagogy that is inclusive – for e.g., move discussions online, create groups that include in-class and online students, use language that directly addresses online students, etc.
DURING & at the END
Review a sampling of videos at the beginning, middle, and end by ourselves and then with the faculty and provide them feedback on the good, the bad, and the ugly – very discreetly. 🙂 It’s going to be a sort of a joint reflection on the class. We believe if we do this a few times with the faculty, they’ll get the message and will make greater effort to include the online student in their instruction. And doing it 3 times will also make visible the changes and progress they make (or not)
We also plan to survey the students at the beginning, middle, and at the end of the semester and share the results with the faculty.
Chunking of videos includes preplanning and post production tasks. Faculty can be trained to script their lectures more, create lecture based on “topics” to make chunking and tagging easier. Need to focus on end user experience (online student).
These are some of the ideas. We plan to start implementing them this summer. I’ll share with you our progress. 🙂
Rema
———————————————————–
Rema Nilakanta, Ph.D.
Director of Design & Delivery|
Engineering-LAS Online Learning
1328 Howe Hall
515-294-9259 (office)
515-294-6184 (fax) http://www.elo.iastate.edu
—————————-
On Wed, Jan 27, 2016 at 8:48 AM, Nilakanta, Rema [ELO] <rema@iastate.edu> wrote:
Good Morning!
Thank you all for filling out the survey on the use of lecture capture in higher education. I appreciate your time and interest in this subject.
Attached are the results. I’ve also provided an overview below. The main purpose of this survey was to get an overall idea of how lecture capture is used in HE. I was just curious to see if the way we use it is pretty much similar at other institutions. The finding was inconclusive. My next step is to dig a little deeper – perhaps repurpose this survey for faculty and students. The final goal is to improve these courses – make them as pedagogically sound as possible, given that this technology is here to stay at our campus, at least for the near future. It will certainly require designing faculty training, but I would also like to explore innovative and efficient ways of chunking lecture videos pre and post production.
Let me know if you have any questions or need further information.
Rema
OVERVIEW OF “USE OF LECTURE CAPTURE IN HE” SURVEY RESULTS & FINDINGS
I’ve listed some of the findings that impressed me. They do not follow the order of the questions in the survey. For details, please view the attached report.
Just a quick note – There were 39 respondents, but not all responded to every question. The respondents included instructional and IT support staff and administrators at all levels generally from 4-year public and private universities.
FINDINGS & THEMES
Echo 365 and Panopto are the most frequently used lecture capture systems, but Adobe Connect also has several users.
The computer screen and the instructor feed are most commonly captured (89% and 79%, respectively). However, some also capture the document camera, the whiteboard, and the graphics pen tablet (53%, 39%, and 32%, respectively).
Almost every one (97%) report that they support their recordings with additional course materials in an LMS, while many also use web conferencing to deliver lectures and hold office hours. A sizeable portion of respondents also use online textbooks and publisher sites in their course delivery. Only 18% use lecture capture as the primary means of course delivery.
The majority of respondents use full class recordings of an hour or more, while around half also use short segments of 20 minutes or less.
The majority of the respondents seem to indicate a campus wide use of lecture capture for different purposes:
o review of in-class lectures
o training and advising
o student presentations (students use the technology to create their presentations/demos/assignments)
o live streaming of seminars and on-site hosting of conferences for remote students and audiences.
Size of the support units ranged from 1 person to 150+ people spread across campus.
Similarly, there was a wide range for the number of courses that used lecture capture – as few as 1-2 to a 1000 and more, if one takes into account non-traditional uses.
Although the numbers show that a majority (77%) provide full IT support for their lecture capture systems, a closer look at the comments indicates there is a general tendency toward making faculty more self reliant by providing them support when requested, or providing them with fully equipped and automated rooms, personal capture solutions and/or training.
Majority seemed satisfied with the lecture capture setup, so did the students. However, it seemed that the knowledge about student satisfaction was more anecdotal than formal. Other observations include:
o For people satisfied with the setup, there were quite a few users of Echo 360 and Panopto.
o Panopto seemed to rise above the rest for its promptness and quality of service. Mediasite got mixed response.
o There seems to be an awareness of the need to get the lectures captioned.
o Along with automated lecture capture technology, there seems to be a rise in old ways of doing things – manual (human) recording of events continues and seems preferable, especially in the face of rising costs of lecture capture technology.
The top 5 challenges concerning faculty support can be summarized as follows:
o Training faculty to use the technology – turn on the mic, no recording of white board, do not change settings, take time to learn the technology.
o Funding and support
o Ensuring best practices
o Captioning
o IP concerns
Efforts to address these challenges were related to:
OPERATIONS
– Keep mic on all the time
– Use of media asset management systems, like Kaltura (MediaSite)
– Admins trained to check settings for rooms
– Disable download of recordings as default setting (addressed IP concerns)
TRAINING
– Create user groups around technologies
– Promote communication among instructors using a particular room
– Training of faculty by instructional design teams on the use of technology and best practices
Designed by Chaim Gingold, a Ph.D. student at UC Santa Cruz, indie developer and designer of Spore’s creature creator, “Earth Primer” is a reinvention of the textbook. Unlike the all-too-familiar “interactive textbooks” that are little more than pictures and animations tacked on to traditional text, “Earth Primer” starts from the ground up. It’s elegantly presented and paced.
Money and time are the two most common barriers to using games in the classroom. “Extrasolar” solves both while also striking pedagogical gold: authentic, self-motivated learning. It’s a free alternate reality game (ARG) that mimics the day-to-day life of a rover driver exploring an alien planet for a mysterious space agency. Rather than placing players in some fantastical world, they interact with what looks like a typical desktop interface, giving their rover commands, and waiting to receive photographs and data from the alien world as well as messages from their employer. Each bit of play requires only a few minutes of activity. The wait builds tension, and when matched with the relatively mundane interface and tasks, it doesn’t feel like a game — which is kind of the point. Best of all: It’s all based in real science and, like with any good ARG, has a healthy dose of mystery to give players a reason to return.
Twine is an open-source tool for telling interactive, nonlinear stories.
You don’t need to write any code to create a simple story with Twine, but you can extend your stories with variables, conditional logic, images, CSS, and JavaScript when you’re ready.
Twine publishes directly to HTML, so you can post your work nearly anywhere. Anything you create with it is completely free to use any way you like, including for commercial purposes.
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.
Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
==============================================
Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement. Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development
Mozilla Open Badges 101: Digging into Badges (a webinar)
personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags
=============================
Data Visualization: The What, the Who, and the How
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it. OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.
Data Wrapper
Raw
Infogram
Tableau
Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
D3 (For Data Driven Documents)
Fusion Charts
Chart js
Google Charts
slide 11: Two primary design goals supported through Data Visualization:
Discovery and Exploration
–What story is the data telling you
–Identify patterns and exceptions
Decision-making
–Compare, contrast, choose
–Explain, make a point, decide
slide 15:
qTo communicate
qPresent more clearly or more forcefully than would be accomplished with text or tables
qReports, dashboards, infographics, etc.
qTo discover
qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization
qRealm of research but moving into the mainstream
qCan same visualization serve both purposes?
======================
iPad, You Pad, We All Pad: Transforming Teaching and Learning
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned. Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================
The Avalon Video and Audio Repository for Libraries and Beyond
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases. Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
=======================
Supporting the Discovery and Adoption of Open E-Textbooks
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library. Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
====================
Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus. OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines. Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines
==============================
Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation. Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions. Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead
Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico
The Association of College and University Policy
Administrators (ACUPA, acupa.org)
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
David Wiley. Making Teaching and Learning Awesome with Open: MN Learning Commons
David sited same stats as in this article:
“According to the Student Monitor, 87 percent of textbooks purchased by students in 2014 were print editions (36 percent new, 36 percent used, 15 percent rented). E-books comprised only 9 percent of the market. The remaining 4 percent was made up by file sharing.”
but puts the stress on e-books as an option to cut the greedy publishing houses and bring down the cost (MN Learning Commons)
David Kent Director VOLSHOP (official bookstore) U of Tennessee, Knoxville
Lisa Kiefer, Managing Director Wakefield ResearchCindy Clarke Vice President Marketing, Vital Source Technologies
students want formally taught life skills: interview for a job, balance checkbook and do taxes, how to take out and pay for student loans
Tennessee:
traditional 4 year school. cost is part of the program, not charged as a course fee. all materials avaiable first day of school and available in perpetuity. way below rental books prices. via LMS (BB). no printed textbooks. few books through websites, for books, which do not subscribe for the program. ebooks offered at the store. increasing titles selection. cost, learning outcomes. the outlook for digital in the future: already digital, but open for further development. expand courses offered, launching more programs with materials bundled and online course.
digital is easier to work with, deliver to customer,
business partnership (this is different now from https://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/ David Wiley, MN Learning Commons). working closely with provost, cio, vital source. working with publishers to make sure that content is available>
business model: program bundle all the content and deliver to students and advertise periodically to students
the course fee model: charged to student account semester by semester bases. also student-paid method. all access model is better for everyone.
ebooks are important for the interactivity, collaboration
Q and As:
what was the students’ reaction moving to digital books. how traditional faculty are accepting the change. A: pilot group of several faculty and gradual roll out. early adopters influencing others.
does the content open on all devices? A: yes, device-agnostic. dedicated apps for iOS, Android, and Windows
disability? A: enhanced apps, migrate all PDF format to proprietory platform. epub and PDF content. user added epub content. Center for accessible material innovation, American Foundation for the blind, Tech for All etc
libraries do not provide course materials for students. clean division between campus store and library
BB admin is loading the codes in the LMS, but the idea is to load the information straight into BB. cio in charge. helpdesk support for vital provided by the cio department.
cost savings in percent for students digital to print. student pay model, ebooks can vary to new book price. ebooks even more expensive. with the course fee, 70% off rental. 3rd party operator may add 30%. all parties must be looking for reasonable margin. greater digital adoption results in lower costs for students.
digital alleviates dropout rate.
what course which don’t fit digital materials. life sciences and mathematics, science and engineering is landing itself well
how much interactive content and links to social media is incorporated.
Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven
Instructor – content – design
Today: first think is design, content, instructor. So how do we design learning environments is the most important one
Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.
Geotetic design a learning environment learn geography using GIS
Situated movies (student-centered learning)
Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture
Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.
Design based research
Self-narrative, referencing the experience real world issues in real time
the U Media Lab.
The Changing Earth. App GoX (instagram on steroids. tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).
podcast pontification (audio version of blog self reflections)
Greg Steinke The U
A Digital Story Assignment using WeVideo
WeVideo is the Google response to iMovie cloud
The U is on Google email and thus google drive and all other google tools
The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection
Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+
working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?
google communities for sharing
wewideo has a tutorial at Center for Digital Storytelling
students can use the digital story for their eportfolio
the entire exercise is entirely based on mobile devices
time frame: scaffolding options
3d printing products were the tangible result of the project and the digital storytelling just the format to present
Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo
Storyboard template
Faculty Development Programs: Digital Storytelling Community of Practice
chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)
printing of atoms
crystalography dbase
Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources
Lisa: graphic design. not intuitive. Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum. sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.
collaborative learning opportunities.
no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.
the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.
non profit visually impaired students. how 3d can make difference in special ed.
3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.
only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
inclining habitat.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.
Main speaker
David Wiley. Making Teaching and Learning Awesome with Open
MN Learning Commons
open educational resources
LUMEN
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free. free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
open:
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
so what?
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model