Lights, Camera, Lights, Camera, Action!!!Action!!!

Sheri Anderson, Faculty LiaisonSheri Anderson, Faculty LiaisonBeth Allred, Instructional DesignerBeth Allred, Instructional Designer

Patsy McQuiston, e-Learning CoordinatorPatsy McQuiston, e-Learning Coordinator

Overview Advantages/Disadvantages

Best Practices Length

Format

Software Camtasia

JING

Web Camera

Mediasite (classroom capture)

Posting your videos You Tube

Definitions Live digitized Lecture (LDL) – “any digital

learning resource that capture the experience of lecture-based instruction in the classroom with students participating. A digital recorded version of the live event.” (e.g. classroom capture)

e-Lecture – “any digital learning resource in lecture format, captured in the studio with only the necessary technical personnel and with the purpose of engaging students in e-learning experiences. “

(Demetriadis, S., & Pombortsis, A. 2007).

Advantages Asynchronous nature

Allow for pause, rewind, review, and reflect

Engagement of more areas of working memory

Greater sense of knowing the instructor More human connection (Hughes, 2009)

Provide additional learning options and increase motivation (Choi & Johnson, 2005)

Advantages

Incorporates multiple modes of instruction to appeal to diverse learners and learning preferences

UNCW Disability Services, Fall 2010

Disadvantages Video production time

Technical difficulties

Download speeds

Students’ inability to have questions answered in “real time”

Visual learning preference of certain students (reading only) (Hughes, 2009)

Best Practices Best Practices Creating and Formatting Your VideosCreating and Formatting Your Videos

Impact to Learning Outcomes

Many studies have been conducted to compare traditional live lectures and e-Lectures No differences were found in the groups learning

(Spickard, 2002)

Learning outcomes/goals were met for the courses involved.

Spickard, A. III, Alrajeh, N., Cordray, D., & Gigante, J. (2002). Learning about screening using an online or live lecture: does it matter? Journal of general internal medicine, 17, 540–545.

Preparation Ideally have taught the course f2f prior to

online instruction Know the concepts (or steps in process) that

are most difficult (Hughes, 2009)

Create a “script”

Break large lectures or PowerPoints into smaller “chunks”

Length of e-Lectures Edirisingha strongly recommend not producing podcasts

over 10 minutes long

Bligh (2000) concluded that after numerous studies that lectures should not be longer than 20-30 minutes

Students attention spans deteriorates after 20 minutes

Brick and mortar provides social interactions and stops students from easily getting up and leaving

Students less willing to sit through online lecture which is as long as a face-to-face lecture (Hughes, 2009)

Longer videos make editing (instructor) more difficult and tedious as content changes from semester to semester

Video Transcripts Create and post a video transcript

Keep the instructor “on-task” when recording

ADA compliance

Control time and length of lecture

Lower the chance of mis-information

Note – students have commented they enjoy the occasional imperfections in video lectures since it allows the student to see the instructor as more “human”. (Hughes, 2009)

Number of Lectures Instructor discretion

What is the desired goal of the lectures?

Examples: A few brief lectures on key topics

A lecture per chapter or topic

Format News anchor – sitting at desk (talking head)

Weatherman – Green screen – PowerPoint in backdrop Visual Aids

Recorded Live Classes from previous day or time

Choice is driven by personal style, comfort level with the formats, content, and time

Other Tips to Consider

Plan for edits Pause between slides or other natural breaks

Record short video segments

Add humor for personal touch

Avoid references to weather, dates, current events, chapter and page numbers

SoftwareSoftware

Camtasia Capture PowerPoints or screen

Record your video through web camera (picture-in-picture)

Allows for user friendly editing of audio and video. Enhancements are also available (transitions, call-outs, etc.)

Allows you to produce in multiple formats

Allows you to produce with a Table of Contents (TOC)

ADA compliance can be achieved with closed captioning or script.

http://www.techsmith.com/camtasia/ - 30 day free trial available

Example - http://www.uncw.edu/oel/createitem/bb9_createitem.html

JING FREE

Audio and screen capture capability, but no web camera feature

Limited recording time (5 minutes)

No editing capabilities

Provides server storage and links to video (single format)

Free version not ADA compliant - Pro ($15) allows for captioning

http://www.techsmith.com/jing/

Example - http://www.screencast.com/users/Sheri_Anderson/folders/Jing/media/2fc32c67-32fe-469e-b1b4-f1a66a2d99a4

Web Camera Camera capture only

Editing capabilities will depend on the type of software provided with the camera

Types of video produced will also depend on camera and software

Must provide a transcript of video to meet ADA compliance

Will not have artifacts behind presenter

PowerPoint

Computer screen

Example - https://appserv02.uncw.edu/tealvision/player.aspx?VID=Jw%2flKtSyazw%3d

MediaSite (LDL) Captures video, audio, and screen

Editing would have to be done by a technician

Single format deployed on media server

Links to recording are provided and can be posted to the web.

Currently no CC available but in roadmap Instructor will still have to transcribe

http://www.sonicfoundry.com/mediasite/

Mediasite (LDL)Click the image to watch

Posting your VideosPosting your Videos

You Tube Video sharing website on which users can

upload and share videos

Instructions for posting a video to You Tube

Embed Code

References Bligh, D. (2000). What’s the use of lectures? Jossey-Bass, A Wilry

Company.

Demetriadis, S., & Pombortsis, A. (2007). e-Lectures for Flexible Learning: a Study on their Learning Efficiency. Educational Technology & Society, 10 (2), 147-157.

Edirisingha, P. Salmon, G. and Ming Nie (2009). Podcasting for Learning in Universities. Salmin, G. & Edirisingha, P (eds.), chapter 15. Society for research into Higher Education. Open University Press. P164.

Hughes, G. (2009). Using videos to bring lecture to the online classroom. College Quarterly, 12(1), Retrieved from http://www.collegequarterly.ca/2009-vol12-num01-winter/hughes.html

Questions

Contact Information

E-mail – e-learning@uncw.edu

Website – http://www.uncw.edu/oel