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Mathieu Plourde

NCDAE Blog - Institutional Guidelines on Captioning - 0 views

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    There are 3 categories of audio or video recommendations that I found. Each had slightly different requirements for faculties or staffs: Real time meetings or online courses in real time. Here the recommendations are mainly to contact the Disability Resource Office well ahead of the need to set up a real time captioning service if there is an individual who needs it, or if it will be archived online for more than one term. There is also the important guidance to set it up and test it in the same environment before it will be used. Audio or video materials that faculty or staff produce and upload onto the institutional web (this includes courses). The prevailing wisdom is that if the faculty produce it themselves, they should also take responsibility for captioning; whether they do it themselves or not. Considering how easily this can be done in YouTube with a transcript and the synch captions feature, it is probably not too high a bar for someone who has the sophistication of producing the video in the first place. Of course it requires that a transcript is available or produced. Audio or video materials that faculty or staff find for use (e.g., link or upload materials from other sources). On this point there seem to be differences across institutions around what faculty and staff members should do. The section below details these differences.
Mathieu Plourde

Is Your Use of Social Media FERPA Compliant? - 0 views

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    It is hard to imagine holding a university-level class today in which students do not engage with the web or social media in one form or another, whether by using Google search, bookmarking or sharing an article, taking an online survey, posting or commenting on a blog, or using e-mail or text messaging. So, what rules should we, as instructors, follow to ensure no legal or Family Educational Rights and Privacy Act (FERPA) issues arise?
Mathieu Plourde

Livetweeting Classes: Some Suggested Guidelines - 0 views

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    Don't have the Tweetstream running live on a projection screen. I've tried it both ways-having the Tweetstream run on a screen that everyone can see, versus on students' devices. The former is ultimately distracting for participants, who tend to focus more on the screen than the in-person discussions. Having the backchannel show up on personal devices, on the other hand, adds to the effect of creating another outlet for discussion that does not overpower the face to face setting.
Mathieu Plourde

Teaching Massive Open Online Courses (MOOCs) - 0 views

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    "MOOCs are characterized by their openness, enabling anyone across the world with an Internet connection to participate.  As a result, most MOOCs have thousands, sometimes tens of thousands of participants. An online course with potentially tens of thousands of students is a very different teaching environment than face-to-face courses or even "traditional" online courses.  Teaching strategies practiced in other teaching contexts won't necessarily translate well to this context. Indeed, the sets of choices regarding learning objectives, content presentation, assessment, and instructor-to-student and student-to-student interaction are still being developed in this emergent teaching environment."
Mathieu Plourde

Have you developed your personal social media policy? - 0 views

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    "If friend requests, invitations to connect and potential Twitter stalkers are keeping you up at night, that needs to stop. Today. All you have to do is develop your own personal social media policy. Determine your own rules of engagement and apply them. And don't be scared to let people know how they can connect with you."
Mathieu Plourde

How To Build MOOCs that Fail - 1 views

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    "Having started a half dozen MOOC's in the recent months, I have found most of them tend to share a common trait. Many MOOC's currently represent a sort of parody of higher education's worst practices, its most spectacular delusions about itself."
Mathieu Plourde

Teacher Authority and Student Initiative in a MOOC - 4 views

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    "I had expected that people signing up for a course like this, a non-traditional course where we work mostly on our own or together with other students in the class, would be students who embrace that kind of learning, students who feel a sense of independence and self-determination as learners. What I've learned, though, is that this is not the case for at least some students in the class, who are very much expecting the teacher to function as the voice of absolute authority in the class."
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    Isn't that the nature of humans? We want freedom for creativity and original thinking, but ultimately it makes us uncomfortable when people actually do achieve it; ultimately it seems that humans instinctively cling to rules, tradition and order.
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    Good point Tammy. Still, the "grading" paradigm is a strong one. We should expect today's students to start being a little more autonomous in their learning process.
Mathieu Plourde

Cool and Credible Web Video: Old Rules, No Rules, or New Rules? - 1 views

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    "Producers of web-video instruction need to negotiate old and new rules of video grammar to remain credible (to the traditional video grammar) as they also strive to be cool (in the new media video grammar). The goal is to avoid violating traditional video grammar while tapping into new video aesthetics to gain ethos with web-savvy audiences (like students). This tutorial explains the best old and new practices in creating talking heads web video for maximum impact and effectiveness."
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