Classroom Capture Technology
by RayMosteller - EducationalResources
Webcasting and Podcasting
Camtasia Relay - Lecture capture and presentation by TechSmith
Camtasia Relay Pricing - One time licensing fee
Echo 360 - Platform for campus-wide lecture capture, bought by Blackboard
Kaltura - Open-source online video platform
Kaltura community
Mediasite - Global leader for enterprise webcasting and knowledge management
Smart Encode - Smart PiP Encoder (used by DEN at USC)
Tegrity - Automatically capturing, storing and indexing every class on campus, bought by McGraw-Hill Education
Video Capture Software
WM Recorder, Capture, Converter - The Ultimate Toolkit to Download, Capture and Convert ANY Streaming Video
SDP Downloader - Download mms stream as wmv file
WebVideoCap v1.33 - Capture Flash video and RTSP/MMS streams by Nir Sofer
Freemake Video Downloader - Download videos from YouTube, Facebook, MTV, other sites in HD, 4K, MP4, FLV, 3GP
Video Conversion Software
AMV Video Converter - Converts avi, mpeg, mpg, wmv, rm, mov, qt
Freemake Video Converter - Convert video between formats, rip DVD, convert to devices, burn DVD, cut, join, rotate, and upload video, photos, MP3
Video Player Software
Any FLV Player - play FLV files (MPEG-4 encoded video files for Flash) on the internet
Applian FLV Player
GOM Media Player - includes XviD, DivX, FLV1, AC3, OGG, MP4, H263
Related: WebTwoTechnologies LearningManagementSystems - OnlineCollaborationTools - FacultyBlackboardCommittee
arguments and evidence are more important than facts and figures
communicating clear goals and expectations
incorporating multiple active learning opportunities
providing frequent, prompt, and constructive feedback
creating teacher support resources
an exploratory study of the practices of exemplary online teachers, Lewis and Abdul-Hamid (2006)
efforts to provide constructive and individualized feedback to students
facilitating student interaction
paying attention to how a course is organized and how teacher presence is enhanced
involvement and learning
most of the literature deals with the “science” of online teaching rather than the “art” of online teaching. In this paper, we attempt to remedy this state of affairs
Faculty Learning Community
The program typically includes a curriculum about enhancing teaching and learning with regularly-scheduled meetings and activities that provide participants with opportunities pertaining to the FLC’s major focus. An important component of an FLC is an emphasis on the scholarship of teaching and learning
eLearning Pedagogy FLC
Its general goal was to increase faculty interest in learning and teaching with instructional technologies
Peers are viewed as important in the learning process by creating an environment where “students can reason together and challenge each other” (p. 53) and grapple with the content together while building a sense of community
participants attended monthly meetings that included teaching and learning activities, development and training opportunities, and community building
participants read the literature on the scholarship of teaching and designed individual projects that allowed the assessment and evaluation of their instructional changes, suitable for presentation or publication in a professional journal
At the start of our FLC, we read Bain’s book, with the goal of discussing it in terms of its implications for teaching online
during these discussions, each FLC member listed out the major and most interesting points from Bain’s book
understanding is more important than remembering
we analyzed the advantages and disadvantages of what the best teachers studied by Bain did in terms of online teaching
creating effective student interactions with faculty, peers, and content
fostering student engagement
s timulating intellectual development
confronting intriguing, beautiful or important problems, authentic tasks that will challenge [students] to grapple with ideas, rethink assumptions and examine mental models of reality
building rapport with students
behaviors such as demonstrating and encouraging trust and potential in students, flexibility, self-directed learning, communicating learning and success intentions to students, and conveying realistic goals and expectations.
Fostering Student Engagement
foster engagement through effective student interactions with faculty, peers, and content
see the potential in every student, demonstrate a strong trust in their students, encourage them to be reflective and candid, and foster intrinsic motivation moving students toward learning goals
The best teachers want students to learn, regularly assess their efforts and make adjustments as needed, and accommodate diversity with sensitivity to student needs and issues
we summarized the major categories of behaviors shown by Bain’s best teachers that are most applicable to online teaching and learning
Class content – through its design, lectures, discussions, and assignments – supports the student learning objectives
Accordingly, the best teachers use meaningful examples, stimulating assignments, and thought provoking questions to motivate students to know more about their discipline
creating a community of learners where the quantity and quality of interactions with peers and faculty foster student engagement
Student-to-faculty interaction is considered paramount in fostering student engagement
student-to-student interaction is equally important as the quality and quantity of exchanges are predictors of success
students should “feel a personal and emotional connection to the subject, their professor, and their peers
In the online environment, lecture need not and should not be the primary teaching strategy because it leads to learner isolation and attrition
The most important role of the teacher is to ensure a high level of interaction and participation
This is achieved by means of greater student-to-faculty contact, participation in class discussions, and a more reflective learning style
it is imperative that students be active, not passive, to create a true learning environment
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Compiled by Rodney B. Murray, Ph.D. from a survey in December 2008. Products are updated continually, so please check with the vendors for the latest information. For more information and the corresponding podcast, see:
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http://www.RodsPulsePodcast.com
Faculty use the CMS primarily as an administrative tool … rather than as a tool anchored in pedagogy or cognitive science models."
Several reports confirm that instructors overwhelmingly use content distribution and administrative tools in the LMS while using interactive learning tools only sparingly
LMSs have become little more than "storage facilities for lecture notes and PowerPoint presentations."11
largely failed to empower the strong and effective imaginations that students need for creative citizenship
First, LMSs are generally organized around discrete, arbitrary units of time — academic semesters. Courses typically expire and simply vanish every 15 weeks or so, thereby disrupting the continuity and flow of the learning process.
Second, LMSs are teacher-centric. Teachers create courses, upload content, initiate threaded discussions, and form groups. Opportunities for student-initiated learning activities in the traditional LMS are severely limited.
Finally, courses developed and delivered via the LMS are walled gardens, limited to those officially enrolled in them. This limitation impairs content sharing across courses, conversations between students within and across degree programs, and all of the dynamic learning affordances of the read-write web.2
personal learning networks (PLNs) to manage information, create content, and connect with others
personal cyberinfrastructures
Campbell argued that we should embrace technologies that enable co-learners to frame, curate, share, and direct learning "engagement streams
Value accrues to the system as a whole because the more users or ‘nodes’ there are in a network, the more possible connections there are
several significant weaknesses and challenges associated with PLEs
support
support
Teachers and learners should be encouraged and supported in their efforts to find and use the most appropriate and effective best-of-breed tools outside the LMS
the University of Mary Washington deployed an instance of WordPress MultiUser (WPMU) as an alternative teaching and learning platform (UMW Blogs)
enabling the creation of blogs that automatically enroll students in courses as "members" of class blogs created by instructors
A pilot currently under way at Duke University (http://blogs-dev.oit.duke.edu) is aimed at assessing the viability of WPMU as an alternative platform for instructors teaching undergraduate and graduate courses. The list of potential uses on the pilot site includes using a WordPress blog as "the central course administrative tool" instead of Blackboard.
The LMS paradigm assumes that since some data must be kept private and secure, all data must be kept private and secure.
As depicted in Figure 1, proprietary applications and data such as the student information system (SIS), secure online assessment tools, and a university gradebook should be situated inside the private, secure university network. Personal publishing space, social networking, and collaboration tools live in the open, flexible cloud.
a loosely coupled gradebook is perhaps the essential module that brings all of the "small pieces" together.
instructors and students need a private, secure way to communicate about student performance on assignments, quizzes, and tests
If these artifacts are published on the web, they are individually addressable via URLs, so the OLN’s loosely coupled gradebook would simply require the submission of the URL instead of requiring students to upload the artifacts to a traditional gradebook. Instructors would then see a list of student names and links to the artifacts they published on the web
These are the top 6 "teacher tasks" that faculty employ. What percentage of these tasks do we spend our time on, and how many of those tasks could be automated?