Posts Tagged ‘lecture capture’

HyFlex and virtual models ensure equity

3 ways HyFlex and virtual models help ensure equity

  1. Faculty training plays a critical role in HyFlex learning and equity
  2. Online and HyFlex options that started with the pandemic are helping ensure equity
    lecture capture
    get training and to learn from each other
  3. Engagement remains critical, whether in person or in a HyFlex model
    how they’re going to teach remote students, but also students in the class, at the same time,

 

video recording lectures

https://www.chronicle.com/article/when-this-is-all-over-keep-recording-your-lectures

“Passively watching a recording is not as good as being an active participant in class, so these videos are a supplement, not a substitute. I’ll keep posting the videos as long as you keep coming to class.”

My note: I wonder if the instructor uses the “VideoQuiz” option in MediaSpace/Kaltura and place questions at important places of the h/er video lecture recording and thus make the experience more engagingKaltura

 

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more on vodcast in this IMS blog
https://blog.stcloudstate.edu/ims?s=vodcast
more on lecture capture in this IMS blog
https://blog.stcloudstate.edu/ims?s=video+lecture

Lecture Capture

5 Reasons Why Lecture Capture Never Goes Out of Style

October 8, 10AM Central Time
Bill Cherne, VP Customer Success & Support, Sonic Foundry, has 20 years experience in both the AV and digital media industry and in managing and deploying enterprise applications and infrastructure. He has worked with Fortune 500 enterprises including American Family Insurance, Ford Motor Company, Ford Treasury and Ernst & Young, administering server infrastructures and providing consultation and design services for major software applications. In 2006, Bill joined Sonic Foundry and today leads the sales engineering team responsible for providing consultation and implementation services for Mediasite deployments and delivering customer-focused training solutions

Tammy Jackson is the Vice President of Marketing & Communications at Sonic Foundry. Tammy oversees the efforts of the company’s marketing team, developing the marketing, communication and community strategies to drive lead generation, build brand awareness and foster customer loyalty. Prior to Sonic Foundry, Tammy worked as a broadcast and print journalist for more than a decade, where she honed her passion for sharing the stories of others. She’s parlayed that passion into sharing customer successes as they creatively integrate academic and enterprise multi-media into their daily lives.

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more on Lecture Capture in this IMS blog
https://blog.stcloudstate.edu/ims?s=lecture+capture

proctoring and online learning

https://www.edsurge.com/news/2017-04-19-online-courses-shouldn-t-use-remote-proctoring-tools-here-s-why

when the option between taking a course online or in-person is provided, studies show students are more likely to stay in college.

Since the early days of online instruction, the response of many new instructors has been to figure out how to transfer elements of their face-to-face class into the online format. In response, education technology companies have been quick to create products that attempt to replicate in-person teaching. Some examples include learning management systems, lecture capture tools, and early online meeting systems.

online proctoring systems, such as ProctorU or Proctorio, replicate a practice that isn’t effective in-person. Exams are only good for a few things: managing faculty workload and assessing low level skill and content knowledge. What they aren’t good at is demonstrating student learning or mastery of a topic. As authors Rena Palloff and Keith Pratt discuss in their book “Assessing the Online Learner: Resources and Strategies for Faculty,” online exams typically measure skills that require memorization of facts, whereas learning objectives are often written around one’s ability to create, evaluate and analyze course material.

Authentic assessments, rather than multiple choice or other online exams, is one alternative that could be explored. For example, in a chemistry course, students could make a video themselves doing a set problems and explain the process. This would allow instructors to better understand students’ thinking and identify areas that they are struggling in. Another example could be in a psychology course, where students could curate and evaluate a set of resources on a given topic to demonstrate their ability to find, and critically analyze online information. (see Bryan Alexander‘s take on video assignments here: https://blog.stcloudstate.edu/ims?s=bryan+alexander+video+assignments

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

more on proctoring in this IMS blog
https://blog.stcloudstate.edu/ims?s=proctor

Loom screencast

Loom – Screencast on Chromebooks, Macs, and PCs

https://www.useloom.com/

http://www.freetech4teachers.com/2017/09/loom-screencast-on-chromebooks-macs-and.html

Please share your impressions and comparisons to the MnSCU available MediaSpace (AKA Kaltura):

https://idpstarid.mnscu.edu/idp/Authn/UserPassword

https://scsu.mediaspace.kaltura.com/

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more on lecture capture in this IMS blog
https://blog.stcloudstate.edu/ims?s=lecture+capture

innovation online ed

Is innovation severely lacking in online education?

Laura Ascione, Managing Editor, Content Services, @eSN_Laura
July 6th, 2017
The emergence of the chief online officer position at many institutions is strong evidence that online education is becoming more mainstream
Revenue generation and tuition

most responding institutions have online program tuition rates that are aligned with standard tuition or that are higher. Those higher tuition rates ranged from 12 percent of private institutions to 29 percent of four-year public institutions, and lower than standard tuition rates ranged from 3 percent of community colleges to 37 percent of private institutions. None of the larger online programs reported tuition rates for online students that are lower than standard tuition rates, and 20 percent reported higher tuition rates for online study.

Course development

Forty percent of chief online officers in larger programs larger programs use instructional design support, and 30 percent use a team approach to online course design. Ten percent outsource course design.

This kind of course development is in stark contrast to practices of chief online officers in mid-sized and smaller programs. Among the smallest online education programs, 18 percent of chief online officers expect faculty to develop online courses independently, and 53 percent treat instructional design support as a faculty option. This means that a combined 71 percent of smaller programs do not mandate the use of instructional design specialists.

In 13 percent of mid-sized programs, faculty are expected to develop courses independently, and in 64 percent of mid-sized programs, they are free to choose whether or not to involve instructional design specialists, yielding a combined 77 percent of programs that do not require the use of instructional design expertise.

Teaching, learning and technology

The CHLOE survey also asked chief online officers to name three technologies or tools they consider most important or innovative for their institution’s fully-online programs. Eighty-one percent first listed an LMS, while others named audio and video conferencing and lecture capture. The technologies most-cited for second- and third-most important were conferencing, video and lecture capture software. (see Plamen’s effort to start faculty discussion on lecture capture here: http://blog.stcloudstate.edu/coursecapture/)

“There was no sign of much-hyped innovations like adaptive learning, competency-based education LMS solutions, or simulation or game-based learning tools,” according to the study. “Such tools may be in use for specific courses or programs but based on responses to CHLOE, these have yet to achieve institution-wide adoption at any scale.” (see Plamen’s efforts start a discussion on game-based learning here: https://blog.stcloudstate.edu/ims?s=game-based+learning

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more on online ed in this IMS blog:
https://blog.stcloudstate.edu/ims?s=online+education

lecture capture on shoestring

8 Tips for Lecture Capture on a Shoestring

By Dian Schaffhauser 05/17/17

https://campustechnology.com/articles/2017/05/17/8-tips-for-lecture-capture-on-a-shoestring.aspx

Whether you’re flipping your courses, creating videos to help your students understand specific concepts or recording lectures for exam review, these tips can help you optimize your production setup on a tight budget.

1) Speak Into the Microphone

2) Reconsider Whether You Want to be a Talking Head

3) Keep Your Recording Device Steady

4) Avoid Using the Camera Built Into Your Laptop

5) Explore a Range of Recording Software
Screencast-O-Matic
TechSmith Camtasia
Adobe Captivate
Adobe Presenter

“online video platforms,”

TechSmith Relay, Panopto, Tegrity and Kaltura

6) Forget About Editing Your Videos

7) Remember Accessibility

Record your video and upload it to YouTube. YouTube will apply its machine transcription to the audio as a starting point. Then you can download the captions into your caption editor and improve on the captions from there. Afterward, you can delete the video from YouTube and add it to your institution’s platform.

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lecture capture in this IMS blog
https://blog.stcloudstate.edu/ims?s=lecture+capture

apps for tutorials

Tools and Apps for Creating Educational Tutorials

http://www.educatorstechnology.com/2016/04/a-handy-chart-featuring-some-of-best.html

Categories
Apps
iPad apps for creating tutorials
Android apps for creating tutorials
Chrome apps for creating tutorials and screencasts
Web apps for creating tutorials and screencasts

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more on lecture capture in this IMS blog
https://blog.stcloudstate.edu/ims?s=capture

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