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ANU Online Coffee Courses - 0 views

anuonline.weblogs.anu.edu.au workshop faculty_training
shared by wlampner on 08 Feb 19 - No Cached
  • wlampner on 08 Feb 19
     
    "Coffee courses are an easy way to learn new ideas for using technology in your teaching. Each coffee course will cover a new topic in education technology, teaching online, digital tools, pedagogy, or trends in technology. It is equivalent to a one- or two-hour face-to-face training session, but is done at your own pace from your own desk. Courses are offered regularly through the blog, and take place over one week. Each day while the course runs, a short activity or video will be posted to the blog for you to do. It should take about 15 - 20 minutes, just enough time to enjoy a cup of coffee (or tea, or whatever you prefer). For more information, please see this post about coffee courses. You can do any course at any time and all are welcome to participate. If you would like recognition on your employment record for completing the course, you can register for the session on HORUS prior to the course starting (available for ANU staff only)." From Wendy: I love the blog idea! Participants from their University can review each course and post a substantive comment to the blog in order to get the certificate. We could do this with workshop. It would help ensure faculty are really learning, since their posts would be public. Thoughts? Also note that all of their content is posted with a CC-BY license in case there's something we can use. It's also a model we can follow?
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Listening to Online Education's Ombudsman - The Digital Campus 2013 - The Chronicle of ... - 0 views

chronicle.com/...138797 online education efficacy research elearning
shared by wlampner on 29 Apr 13 - No Cached
  • weighty body of research suggesting that online learning can be just as good as face-to-face.
  • small sample size; inability to control for ubiquitous selection effect
  • really important is first to recognize that online learning isn't any one thing
  • ...8 more annotations...
  • lack of good estimates of likely cost savings
  • o 'disrupt' or not 'disrupt' is not the way to intelligently discuss online learning,
  • People want to simplify, and sometimes they want to oversimplify,
  • randomized experimental trials are tedious and often beside the point
  • Colleges that wait for perfect evidence risk sinking deeper into a hole
  • There can be a fine line between deliberation and inertia.
  • case for using randomized trials should itself be subject to careful cost-benefit analysis
  • best is the enemy of the good
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Comparing Machine Transcription Options from Rev and Sonix | DDMC - 0 views

sites.duke.edu/...ion-options-from-rev-and-sonix In case we need the export options that Sonix offers
shared by wlampner on 23 Jul 19 - No Cached
  • wlampner on 23 Jul 19
     
    " Duke Digital Initiative"
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Beyond Videos: 4 Ways Instructional Designers Can Craft Immersive Educational Media | E... - 1 views

www.edsurge.com/...ft-immersive-educational-media online videos retention
shared by wlampner on 31 Mar 17 - No Cached
  • Harvard reportedly spends $75,000-$150,000 building each new MOOC, most of which goes towards video production costs.
  • resourceful teachers and nonprofits like Khan Academy are still creating low-budget screencasts.
  • et, until we get the learning design right, these questions about production values are premature
  • ...22 more annotations...
  • makes little sense to convert your narrated PowerPoint into a 360 video if you’re still not sure whether students walk away having learned from the content.
  • This is where instructional designers come in
  • ven if an instructional designer can get an expert to explain a concept clearly, this sometimes has little effect on student understanding
  • students bring their own prior knowledge and misconceptions to educational media
  • ideo presents concepts in a clear, well-illustrated way, students believe they are learning, but they do not engage with the media on a deep enough level to realize that what has been presented differs from their own prior knowledge,
  • ou need a little friction in your educational media to actually modify the viewer’s understanding of the world and get the new understanding to stick
  • talk through the steps that people will need to take to apply their learning or complete an assignment
  • Relate” videos get the student to feel connected to the instructor. They seek to establish instructor presence. They also prompt students to reflect on their own prior experiences with the topic and reasons for taking the course.
  • arrate” videos share stories, anecdotes, or case studies that illustrate a concept or put the learning in context. They tap into the power of narrative to make learning sticky.
  • Demonstrate” videos illustrate how to do something in a step-by-step way.
  • “Debate” videos are perhaps the most important if you want students to actually change the way they think. These videos explicitly surface and address the misconceptions that students have about a domain and showcase competing points of view.
  • that social belonging interventions can be the key to helping students persis
  • coaching your experts to unfold their narratives in ways that will be riveting to an audience
  • A study by Columbia University School of Continuing Education found that videos in an online course that get the highest number of views have a direct connection to the course assignments
  • videos turn out best if I help the expert do four things: relate, narrate, demonstrate, and debate
  • focus on the places where people tend to make mistakes
  • gaps between novice understanding and expert knowledge
  • As the instructional designer, you should also be looking for controversies that might have surfaced about the expert’s work
  • minefields of misconceptions and asking the instructor to unpack them can yield rich pedagogical footage
  • o film a “debate” video, you can also invite someone else into the shoot—such as a colleague or a student—and have them discuss a topic with the instructor or receive feedback on a piece of work
  • alternative viewpoints or ways of doing things, you trigger higher cognitive load for viewers, but also prompt deeper engagement
  • tudents who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation
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