So you’ve scheduled your first video shoot with Ecampus. Great! We can’t wait to work with you. Here are answers to a few questions we commonly receive from instructors.
How can I prepare for my video shoot?
Rehearse! And this doesn’t have to be a bunch of work, just run through your piece once or twice before the shoot.
If you’d like for the finished video to include any additional graphics, photos or video, please let a member of the video team or your instructional designer know in advance of the shoot so that we can plan accordingly.
Should I write a script?
Maaaaaaaybe. It’s up to you. Some people prefer to work from a teleprompter, others prefer to wing it. We always suggest going with your comfort zone. If you would like to work with a teleprompter, please send your script or bulleted list to email@example.com at least one day before your shoot.What should I wear?
Wear clothes that are comfortable and make you feel good about yourself…that’s the priority. Feel free to show off your personality and have fun with it.
Here are a few guidelines:
Avoid wearing plain white. It’s distracting against a black background, and gets lost in a white background.
If you’ll be filming against a black background, you’ll want to avoid wearing black, lest you appear to be a floating head and arms in your video. Also, black or really dark clothing can sometimes cause more shadowing on the face, accentuating wrinkles and aging the subject.
Instead, you might consider a medium-dark blue or gray. Or even better, go for a rich, solid color.
Also, avoid tight lines and patterns. These types of patterns cause a distracting optical effect called moiré where the pattern appears to move. Larger patterns, like plaid, look fine.
Finally, please avoid noisy jewelry and accessories as the microphone may be able to pick up the noise.
Oh gosh! Now that I’m here and I’m on camera, I have no idea what to do with my hands.
Think of the camera as another person. How do you move when you’re talking to somebody? If you tend to gesture when you speak, then please do! The movement will add energy to the video and help to convey your excitement about the topic.
Another option is to hold a prop. Just be sure that your prop is relevant to the video so that you don’t confuse the viewer.
If you prefer to be more still, that’s also great. Just be sure to maintain open body language and avoid crossing your arms in front of you or behind you.
PowerPoint Template Use In Developing Course Content
In online course development the production of narrated lectures that serve as course content if common. Often faculty turn to presentation software, such as PowerPoint, as the foundation of their presentation. Using PowerPoint for narrated lectures means faculty must consider developing presentation slides that are accessible, attractive, and visually focused. This is not an easy task without some guidance in these areas of presentation design. This is where PowerPoint template use comes in handy.
The Ecampus design team at Oregon State University has produced a series of PowerPoint templates to assist faculty produce effective, accessible, and visually attractive presentations. The templates are available via the PowerPoint Guidelines and Templates website that provide not just the templates but also best practices in template use.
How Does This Work?
On the site Ecampus faculty can find templates developed with seven different designs. Each has an application for a given area of the university or function. To illustrate this point I have placed an image of a template title slide for the College of Forestry design.
Using this template faculty can edit the text and background image to create their own custom PowerPoint design. Below is the entire College of Forestry design series. In it you can see that there is good variety of slide types and design layouts.
Adapting the template for other course uses if fairly straight forward. Simply collect the images you wish to insert into the template and add the pertinent text. Below is an example of an adapted series of slides turning what looks like a forestry presentation into an organic agriculture presentations.
With seven different templates to choose from faculty have a wide range of design options for narrated lectures using PowerPoint. These designs are also accessible and are visually consistent. Slide types vary to allow faculty to focus presentation attention on the subject at hand. This can save faculty time and effort in narrated lecture production. If you are an Ecampus faculty and you would like to learn how to edit and utilize this templates resource, ask your instructional designer.
In a time when ideas and technology are rapidly changing within online education, it can be increasingly challenging to determine what students truly value and how to measure what impacts their overall success. Research has shown that online learners who are engaged with the material, intrinsically motivated, possess self-regulation, and have a positive or growth mindset have preferable outcomes – yet the correlation between these areas has not been thoroughly explored (Richardson, 2017; Diep, 2017; Sahin, 2007). Emerging from the intersection of positive psychology and higher education is a new vision for student success that encompasses these areas called thriving.
Created by Dr. Laurie Schreiner, Chair and Professor in the department of Higher Education at Azuza Pacific University, the Thriving Quotient measures the characteristics of thriving, and has been used with thousands of students in hundreds of institutions around the world. Schreiner defines thriving students as those who are “engaged in the learning process, invest effort to reach educational goals, and are committed to making a meaningful difference in the world around them” (Schreiner, 2010).
The five factors of thriving are grouped as:
Thriving students deeply value their education, possess the self-efficacy and determination to persist towards their long term goals, feel connected to their institution, faculty, and other students, and want to make a positive impact on the world. While all five factors of thriving are connected and crucial to student success, the area that instructors and instructional designers may most directly impact is Social Connectedness. Social connectedness refers to the support networks we build, the relationships that are cultivated, and how connected we feel to our community. Social connectedness can span the areas of student to student connection, student to instructor connection, and student to administrator connection. Student interaction with other students and instructors has been determined to be fundamental to their experience as an online learner (Symeonides, 2015; Rust, 2015; Vianden, 2015; Cole, Shelley, Swartz, 2014; Allen, 2008).
Within this context of social connectedness, the research on social presence and creating a sense of belonging contribute to the understanding of how relationships may contribute to online student satisfaction. In Jörg Vianden’s study on what matters most to students, students were asked to report on their most satisfying and dissatisfying experiences. For both categories, they focused primarily on their interpersonal relationships (Vianden, 2015). In regards to how these impacted students’ interactions, the most common dissatisfaction regarding faculty relationships was disrespect and unresponsiveness. Students not only desire positive relationships with their faculty, staff, and peers, but it is exceedingly important in predicting their academic outcomes. Social presence and connection with others was found to be exceedingly important in predicting student satisfaction and perceived learning (Richardson, 2017). The connection is even furthered with the assertion that social presence should be the foundation of critical thinking and learning objectives for students (Garrison & Akyol, 2013).
What does all of this mean for instructors?
As an instructor, you are often the primary and most valued relationship and connection that an online student will have in their education. While students have additional support from academic advisors, student success professionals across departments, and other student-facing roles, these individuals will not have the daily interaction and impact that an instructor has with their students. In partnership with instructional designers, instructors have the ability to positively create spaces for connection through teaching preferences, course design, resource choices, and communication policies.
Some common guidelines for creating connection within your classroom include:
Utilizing videos or screencasts so that students can feel more connected to their instructors and create a more welcoming and personal environment
Responding to student inquiries in discussion boards and by e-mails in a timely manner
Completing grades for assignments promptly so that students feel comfortable with knowing their progress and any adjustments that might be needed
Providing opportunities for students to connect with their instructor and one another using tools such as videos in the discussion forums, FlipGrid, or WebEx/Zoom conferencing for recordings and lectures.
Below are some comments from our most recent student survey that speak to the importance of connectedness for online learners.
“I would encourage professors to hold an optional “live” WebEx meeting with their classes at the beginning of each term. This would help build a better connection between the students and teachers and allow students to ask any questions they might have about the course ahead of time.”
“Don’t be afraid to communicate with your teachers. They are usually very accommodating and sincerely wish to help you achieve academic success.”
Please know that you can always reach out to the Ecampus Success Counselors with questions or to refer students that may be struggling or not participating. We appreciate the great work you are continually doing and value the critical role you hold in educating, guiding, and empowering our online students.
Many online instructors create video lectures or include existing videos to model new skills and to expose students to new content. But how do you know that your students are engaged?
To make video watching an active learning experience, add Kaltura’s interactive quiz feature to your lectures or to YouTube videos. You can access Kaltura’s simple quiz tools from Canvas’s My Media tab, or provide Ecampus with quiz questions and let us build the quizzes for you.
Add multiple choice questions with 2-4 answers to any point in your video
Accompany the quiz with a pdf viewing guide containing all quiz questions
Graded and ungraded options
Integrated with the Canvas Assignment tool and Gradebook
How would you like students to interact with your videos? Depending on your needs, you can set Kaltura interactive video quizzes to:
Prevent students from advancing the video until they’ve answered each question
Prevent students from changing their answers
Reveal or withhold answers upon quiz submission
In recent Ecampus courses, world languages faculty have embedded Kaltura interactive video questions at different points in videos to achieve different aims. In Second Year Spanish, grammar lectures conclude with questions that test students’ application of the grammar rules discussed earlier. The placement of questions at the end of the video holds students accountable for watching and understanding the entire lecture.
In Introduction to French Literary Studies, interviews with authors are interspersed with questions that confirm students’ listening comprehension of topics directly after each topic is discussed. When students are unable to answer a question, they become aware of gaps in their French language listening skills and can rewatch the segment they misunderstood. Engaging in repeated listening is a critical second language learning strategy that instructors aim to foster in their students (Berne, 1998). Kaltura interactive video quizzes are a simple and fast method that get the job done.
This tool’s usefulness isn’t limited to world languages faculty. Speak with your instructional designer about how to apply this tool to lectures and videos in your own academic discipline.
Fall term is in full swing, and right now students are at their best in terms of motivation and anticipation of a good term and academic year ahead. In a few weeks, however, the motivation that students started out with in September may change to disengagement as the term progresses. Some students, for example, have the misconception that online courses are easier than face-to-face courses. This misunderstanding can cause them to feel overwhelmed and disengaged when they realize that their online courses are just as rigorous as their face-to-face courses. Now is the time to get a jump on ways to spot disengaged students — and what to do about it — before they give up and drop that fabulous online course that you are working so hard on. Here are some key takeaways from a recent workshop on this topic that I attended through the Online Learning Consortium: Strategies for Increasing Interaction & Engagement Self-Paced Workshop
Signs that a student is disengaged:
Discussion posts are too short
The student rarely logs into the course
Little or no time spent participating in activities or interacting with other students
Missing or late assignments
Disengaged students may feel isolated and reluctant to reach out for help. Here’s what you can do:
Connect with students early and often at the beginning of the course.
In your communications with students or in your welcome video, convey to students a sense of community and that the course is a safe space for learning.
Encourage students to post their own introductory videos to help everyone get to know each other better.
Assign tasks that involve teamwork, which can encourage the development of student relationships that keep students engaged and are essential for learning.
Remind students of the many resources that they have through Ecampus, such as the Student Success Team, which include student services, exam proctoring, and success counseling.
What have you experienced in your own courses? What has helped keep students engaged, and what have you done when you have noticed disengagement?
Great places to find answers to this question are the Lilly Conferences on Evidence-Based Teaching and Learning held annually at six sites from coast to coast. These conferences invite participants to engage in lively dialogue about the scholarship of teaching and learning, share best practices and hone teaching skills. Lilly Conferences are not specific to any course modality; they cover classroom, hybrid and online teaching. I found the three topics from August’s Lilly – Asheville Conference of particular interest: alternative approaches to traditional grading, faculty and student empathy, and strategies to enhance the effectiveness of lectures.
Alternative Grading Systems
Michael Palmer, director of the University of Virginia’s Center for Teaching Excellence, challenged conference attendees to address the question “How does grading influence learning?” He then encouraged examination of alternative approaches to traditional grading practices, and explained specifications (“specs”) grading, which he personally uses. Briefly, specifications grading involves:
Grading assignments and assessments on a satisfactory/unsatisfactory basis, where mastery (passing) is set at a “B” level or better.
Bundling assignments and assessments together and allowing students to select these “bundles” based on the final course grade they are seeking. Bundles are aligned with specific course learning outcomes. Higher final grades require students to do more work and/or more challenging work.
Building in flexibility by giving students a few tokens at the outset that they can trade in for an extension on an assignment or an opportunity to revise/redo an unsatisfactory assignment.
Advocates of specs grading tout its effectiveness in motivating and engaging students while restoring rigor, providing actionable feedback (Palmer gives audio feedback) and supporting deep learning. To learn more, see Linda Nilson’s book Specifications Grading. Regarding ways to provide feedback that enhances learning in online courses, see Wanted: Effective Instructor Feedback.
Empathy and Student Success
Katherine Rowell of Ohio’s Sinclair Community College spoke eloquently about “The Importance of Teacher and Student Empathy in Student Success.”
She noted that positive faculty-student relationships are a principal factor predicting student success. In fact, the 2014 Gallup-Purdue survey found that college graduates were far more likely to be engaged in their work and thriving in key areas of well-being if they had one or more positive relationships with faculty.
Rowell encouraged the audience to learn more about the role that empathy plays in student success, and to look at how empathy—by both instructors and students—is manifest in the college classroom, including the online classroom.
She recommended Christopher Uhl and Dana Stuchul’s bookTeaching as If Life Matters which encourages teachers to nurture students in ways that make learning beneficial for a more meaningful life. In this regard, OSU Business instructor Nikki Brown’s recent post in this blog on meeting students where they are is a excellent place to start.
Todd Zakrajsek of UNC-Chapel Hill presented evidence-based strategies to enhance lecture effectiveness. His message can be applied to asynchronous online learning as well as to on-campus courses:
Lectures and active learning are not mutually exclusive. Using lectures, including short online lectures, plus active learning can reach more learners better than using either technique in the absence of the other. Think of strategies to get learners to interact with the lecture content!
“We have to stop thinking there’s only one kind of lecture.” Just as there are many varieties of active learning, there are multiple kinds of lecturing! The classic college lecture model is continuous expository lecturing, which can effectively stifle student engagement when delivered non-stop in one-hour doses! It’s useful to consider how other approaches such as case-study, discussion-framing, and problem-solving lectures can be used in online and hybrid courses.
What are your experiences with these topics: Have you explored alternative grading systems? How do you use empathy in your teaching? What are some strategies you use to improve lecture effectiveness and incorporate active learning? Please share your ideas here.
Whether you are a new or seasoned online instructor, understanding how to establish and maintain instructor presence is a commonly shared challenge. What is known about online learners is they want to know their instructors are engaged and regularly interacting in the course. Students also express how important it is to know that their instructors care about them.
There is a natural distance inherent in online classrooms which necessitates purposeful actions and intentional structures to prevent isolation and to foster connection. There is great news… this distance can be overcome! Moreover, research has indicated that instructor presence has a relationship with perceived student satisfaction and success. Being there for your students can make a difference!
Being present goes a step further beyond students perceiving that their instructors are there. By definition, instructor presence is “the design, facilitation, and direction of cognitive and social process for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.” This may sound like a significant undertaking, but rest assured that you can craft your presence over time and that you have ample support from the Ecampus team. We can help bring your ideas to life!
Keep in mind that curating instructor presence will be an evolution. Learning environments and experiences are dynamic. In addition, the composition of students will change each term, so learner needs and wants will continually shift. Strategies used within a specific context may not work for another, and that is okay.
Let’s get started!
Try starting out small by exploring different ideas. Don’t be afraid to change directions if one approach doesn’t work. With all that said, what are some strategies for establishing and maintaining presence which can be leveraged today?
Instructor introduction video
About your instructor page
Course overview video
Virtual office hours or individualized virtual sessions to connect with students
Personalized language to humanize the learning experience
Non-graded community building spaces to connect around complex learning activities
Announcements to send regular updates, reminders, and check-ins
Tip! Announcements can also be leveraged to share and highlight valuable connections, expand upon those insights, and provide relevant resources for learners to explore.
Monitor learner progress
Regular and timely feedback which is clear and actionable
Outreach to learners who are struggling or engagement is lacking
Present content in diverse ways
Module overview videos
Audio recordings (e.g. podcast)
Engage in course discussions
Solicit student feedback
Tip! Consider adding a short anonymous survey in the middle of the course.
As ideas begin to percolate, please do share those with your Instructional Designer so that together you can explore different strategies and tools that will work best for you.
Budhai, S., & Williams, M. (2016). Teaching Presence in Online Courses: Practical Applications, Co-Facilitation, and Technology Integration. The Journal of Effective Teaching,16(3), 76-84.
Ekmekci, O. (2013). Being There: Establishing Instructor Presence in an Online Learning Environment. Higher Education Studies, 3(1), 29-38.
Jaggers, S., Edgecombe, N., & West-Stacey, G. (2013, April). Creating an Effective Online Instructor Presence. Retrieved from https://ccrc.tc.columbia.edu/media/k2/attachments/effective-online-instructor-presence.pdf
Ladyshewsky, R. K. (2013). Instructor Presence in Online Courses and Student Satisfaction. International Journal for the Scholarship of Teaching and Learning, 7(1). doi:10.20429/ijsotl.2013.070113
Sandercock, I. (2014, October 14). The Importance of Instructor Presence in Online Courses. Retrieved from https://teachonline.asu.edu/2014/10/important-instructor-presence-online-course/
Smith, T. (2014, September 30). Managing Instructor Presence Online. Retrieved from http://teachonline.asu.edu/2012/08/managing-instructor-presence-online/#more-1069
If you’ve ever needed an excessive amount of photographs or diagrams to accurately describe a physical object for your class, you may benefit from a 3D model.
Standard media types, including text, photographs, illustrations, audio, video, and animation, are crucial to the online learning experience. A 3D model is essentially another media type with a lot of unique qualities.
What is a 3D model?
3D models, in this case, are digital representations of physical objects. 3D models generally consist of a polygon mesh and a surface texture. The polygon mesh is a “shell” comprised of the different surfaces of a 3-dimensional object. There are three main components that make up this shell: vertices (points), edges (lines), and faces (planes). For what should be clear from the previous sentence, polygon meshes are often referred to as simply “geometry.” There are a lot of other technical terms associated with polygon meshes, but in practical application, you may never need to learn them.
The surface texture, at its most basic, is an image, mapped onto the surface of the polygon mesh.
A texture can be as simple as a solid color, or as complex as a high-resolution photograph. The texture will be wrapped onto the surface of the geometry with the help of a set of instructions called UVs. UVs are a complex topic in and of themselves, so it’s good enough that you just know they exist conceptually.
These textures can have physics-based properties that interact with light to produce effects such as transparency, reflection, shadows, etc.
You’re probably thinking to yourself now, that 3D models are too complicated to be of use in your courses, but that’s not necessarily true. The composition and inner workings of 3D models are complicated, for sure, but you don’t need to be an expert to benefit from them.
Where did they come from, and how are they used?
There probably isn’t a day that goes by where you don’t experience a 3D model in some way. They are everywhere.
3D models, in digital form, have been around for decades. They have been used in industrial applications extensively. 3D models are used to generate toolpaths for small and large machines to manufacture parts more consistently than a human could ever hope to. 3D models are also used to generate toolpaths for 3D printers.
3D models are used in movies, animations, and video games. Sometimes entire worlds are created with 3D models for use in virtual and augmented reality.
Modern interfaces for computers and smartphones are awash in 3D graphics. Those graphics are rendered on the screen from 3D models!
How can they help me as an educator?
If you’re still not convinced that 3D models hold any benefit to you, I’ll explain a few ways in which they can enrich your course materials.
3D models are easily examined and manipulated without damage to physical specimen.
If you are involved in teaching a course with physical specimens, you are no doubt familiar with the concept of a “teaching collection.” A teaching collection is a high-turnover collection that gets handled and examined during class. Normally these collections break down quickly, so instructors are hesitant to include rare and fragile specimens. Having digital proxies for these rare and fragile specimens will allow students access to otherwise unknown information. This has even bigger benefits to distance students, as they don’t have to be anywhere near the collection to examine its contents.
3D models give students unlimited time with a specimen
If you have a biology lab, and the students are looking at skull morphology, there’s a distinct possibility that you would have a skull on hand to examine. If there are 30 students in the course, each student will have only a short amount of time to examine the specimen. If that same skull was scanned and made into a 3D model, each student could examine it simultaneously, for as long as they need.
3D models are easily shared
Many schools and universities around the world are digitizing their collections and sharing them. There is a fair amount of overlap in the models being created, but the ability to add regionally exclusive content to a global repository would be an amazing benefit to science at large. Smaller schools can have access to a greater pool of materials, and that is good for everyone.
3D models have presence
A 3D model is a media object. That means it can be examined, but it’s special in the way that it can be interacted with. Functionality can be built on and around a 3D model. Models can be manipulated, animated, and scaled. A photograph captures the light bouncing off of an object, that is closer to a description of the object. A 3D model is a representation of the actual physical properties of the object, and that strikes at the nature of the object itself. This means that a 3D model can “stand in” for a real object in simulations, and the laws of physics can be applied accurately. This realistic depth and spatial presence can be very impactful to students. Much more so than a simple photograph.
3D models can be analyzed
Because 3D models are accurate, and because they occupy no physical space, they lend themselves to analysis techniques unavailable to the physical world. Two models can be literally laid on top of one another to highlight any differences. Measurements of structures can be taken with a few clicks. In the case of a machined part, material stress tests can be run over and over without the need to replace the part.
These are only a few of the ways that an educator could leverage 3D models. There are many more. So, if you still find 3D models interesting, you’re probably wondering how to get them, or where to look. There are a lot of places to find them, and a lot of techniques to build them yourself. I’ll outline a few.
Where do I get them?
3D models are available all over the internet, but there are a few reputable sources that you should definitely try first. Some will allow you to download models, and some will allow you to link to models on their site. Some will allow you to use the models for free, while others will require a fee. Some will have options for all of the aforementioned things.
The two main ways to create 3D models are scanning and modeling.
Scanning can be prohibitively expensive, as the hardware can run from a few hundred dollars, to many thousands of dollars. But, like anything else technological, you get what you pay for. The quality is substantially better with higher-end scanners.
For something a little more consumer-grade, a technique called photogrammetry can be employed. This is a software solution that only requires you to take a large series of photographs. There is some nuance to the technique, but it can work well for those unable to spend thousands of dollars on a 3D scanner. Some examples of photogrammetry software include PhotoScan and COLMAP.
Modeling has a steep learning curve. There are many different software packages that allow you to create 3D models, and depending on your application, some will be better suited than others. If you are looking to create industrial schematics or architectural models, something likeFusion 360, AutoCad, or Solidworks might be a good choice. If you’re trying to sculpt an artistic vision, where the precise dimensions are less important, Maya, Blender, Mudbox or Zbrush may be your choice.
How to use them in your class:
There are a number of ways to use 3D models in your class. The simplest way is to link to the object on the website in which it resides. At OSU Ecampus, we use the site, SketchFab, to house our 3D scans. The source files stay with us as we create them, but we can easily upload them to SketchFab, brand them, and direct students to view them. SketchFab also allows us to add data to the model by way of written descriptions andannotations anchored to specific structures in the model.
The models hosted on SketchFab behave similarly to YouTube videos. You can embed them in your own site, and they are cross-platform compatible. They are even mobile-friendly.
As you can see, there is a lot to learn about 3D models and their application. Hopefully, I’ve broken it down into some smaller pieces that you can reasonably pursue on your own. At the very least, I hope that you have a better understanding of how powerful 3D models can be.
A big THANK YOU to Nick Harper, Multimedia Developer, Oregon State University Ecampus
One of the common ideas instructors have to bolster student-content engagement in a course is to add media. Podcasts are a type of media element that can support learning in a number of ways. It is relatively easy to link to an established podcast. Planning and producing your own podcast is more involved. This post explores the idea of producing a podcast for your online course. Is it something you should consider?
Prior to diving into the value and purpose of podcasts it is useful to understand what a podcast is…and what it isn’t.
The term podcast is a portmanteau of “iPod” and “broadcast”. This blended word says a lot because a podcast is a digital recording that is produced for distribution to a computer or mobile device (e.g., the iPod in 2005). Podcasts are distributed via RSS feeds that users subscribe to. Podcast directories, like iTunes®, allow users to find and subscribe to a podcast. Generally podcasts are episodic and often serial in nature with new episodes delivered automatically to subscribed users as the new content becomes available.
So, you can see a course podcast is more than an audio or video file embedded in an online course that students click on to engage with. In its ideal form, a podcast is a method of delivering course content to a learner’s mobile device via the podcast subscription process. Learners can engage with that content at any time and any place they have their mobile device.
Audio, Video, or Enhanced Podcasts
There a three primary formats of podcasts. Links to examples of each type of podcast are provide at the end of this article.
Audio: This type of podcast distributes digital audio files to listeners
Video (vodcast): This podcast type distributes a digital video file to podcast watchers.
Enhanced: The enhanced podcasts distributes a media file that displays images synchronized with audio.
Instructional Use & Value
With mobile devices pervasive in college audiences, being able to distribute educational content to those devices is very attractive. The use of podcasts in online learning environments is common and spans many disciplines (Supanakor-Davila & Bollinger, 2014). Podcasting has also been applied in traditional college courses (McGarr, 2009) and in graduate teaching (Luna & Cullen, 2011). Fernandez, Sallan and Simo (2015) recognized podcasting as a major phenomenon in education with the primary purpose being the distribution of course content.
The purpose of podcasts in instruction varies by podcast type and author. Podcasts can be used to inform, provide analysis, develop skills and knowledge, motivate, mediate and more (Carvalho et al., 2009). Common types of podcasts produced for educational use include:
Informative: Description fo concepts, analysis, synthesis, readings etc.
Feedback: Audio or video feed back for student work or group work.
Guides: Helpful media content addressing field or practical work, studying, group dynamics and reflective or experiential learning.
Authentic: Original media contend such as news, interviews, radio programming and others.
The production of podcasts can be faculty, student, or outside expert driven. Like any good media production it should have excellent production value and a structure to hold attention and enhance learning. Since podcasts are serial in nature shorter media segments are encouraged. Episodes of 15 minutes or less will likely promote better engagement with podcast content. Although a very engaging podcast can be longer.
The benefits of podcasts in online courses are tied to the nature of the media and distribution process. Audio podcast are popular because they can be listened to while doing other tasks. Additionally the speed of media playback can be controlled by the listener. Video podcasts are ideal when visual support is necessary to foster understanding of the course content. As mobile media podcasts may be used to facilitate and support remote field work by students or even tours of remote places. The ability to watch or listen to podcasts via WiFi or downloaded and used on-demand makes podcast a convenient asynchronous media adjunct to an online course.
So, as a course content delivery mechanism podcasts are a unique tool if applied thoughtfully. Understanding podcast types, formats, and their delivery mechanism helps you make better decisions about podcast application.
Accessibility Making content accessible when using podcast requires some planning and also reflects the nature of the podcast media you plan to use. For audio podcasts it is important to provide transcripts to support all learners.
Video podcasts are best paired with well synchronized captions. When planning video podcast you may also want to think about providing audio descriptions of content that provides important information that is shown as a visual in the video.
Podcast Consumers: Is This Your Audience?
This is an important question. If you produce a podcast are learners likely to engage with it? Is podcasting on the radar of potential learners? The Edison Research survey on The Podcast Consumer (2018) indicates that 26% of those surveyed listen to podcasts monthly. The podcasting audience by age shows that 30% of 12-24 year olds, 32% of 25-54 year olds, and 13% of 55 + year olds have listened to a podcast in the last month. Male and female listeners are about evenly split in podcast engagement. Smartphone and other mobile devices make up 76% of podcast listening devices with computers making up 24% of podcast engagement. The top three locations of podcast engagement are at home (82%), followed by in a car/truck (54%), and walking or on foot (41%). Podcasting seems well suited to reach audiences that are remote, mobile, and consume media in an asynchronous fashion. These are also common descriptors of online learning audiences.
A Podcast For Your Course?
If a podcast sounds interesting to you contact your instructional designer at Ecampus. They can help you understand more about this mobile media opportunity and help think through strategies for effective podcast use. They will also work with Ecampus multimedia developers to help facilitate the production and distribution of your podcast.
So, what do you think? Can you imagine your students engaging with course content as a podcast? Could a podcast work in your online course?
Enhanced podcasts are best viewed on a mobile device although they can be viewed in iTunes once downloaded.
Prior to 2017 educational podcasts were distributed by Apple via iTunes U. With changes in iTunes educational podcasts now appear in the podcast section of iTunes and iTunes U was discontinued.
Carvalho, A. A., Aguiar, C., Santos, H., Oliveira, L., Marques, A., & Maciel, R. (2009). Podcasts in higher education: Students’ and lecturers’ perspectives. In A. Tatnall & A. Jones (Eds.), Education and technology for a better world (pp. 417-426). Boston: Springer Berlin Heidelberg. doi:10.1007/978-3- 642-03115-1_44.
Fernandez, V.; Sallan, J.; Simo, Pep. Past, present, and future of podcasting in higher education. In L., Many & Y. Zhao (Eds.). Exploring learning & teaching in higher education pp. 305-330. Berlin: Springer, 2015,.
Luna, Gaye, & Cullen, Deborah. (2011). Podcasting as Complement to Graduate Teaching: Does It Accommodate Adult Learning Theories? International Journal of Teaching and Learning in Higher Education,23(1), 40-47.
McGarr, Oliver. (2009). A Review of Podcasting in Higher Education: Its Influence on the Traditional Lecture. Australasian Journal of Educational Technology,25(3), 309-321.
Supanakorn-Davila, S., & Bolliger, D. (2014). Instructor Utilization Of Podcasts In The Online Learning Environment. Journal of Online Learning and Teaching,10(3), N/a.
Many educators have contemplated the use of games as way to engage learners, or maybe thought about using some elements found in games to engage learners. A big hurdle for integrating games into a course is the amount of work it takes to build them to use in a course, even if you have the skill-set. Of course, you could always take the easier route and try to integrate an existing game into a course. The hurdles there involve cost and finding a game that supports the content specific to your course. There is another approach to bring game concepts into the learning environment that does not necessitate a huge investment of time, combining game design with problem-based learning.
Create activities in your course that have learners design and contextualize the content of a game. You set the rules and mechanics of how the game will work, your students design how the content fits into that game. No one has to actually program or build a game. The idea is to use game mechanics as a tool to get learners to think about instructional material and how concepts inter-relate.
So where do you begin? Start with what you know. What are your favorite games? These don’t have to be a computer or video game. Think about puzzles, board games, or card games that you have enjoyed. Are there elements of how the game works (mechanics) that can be applied to your course content? Do some ‘research’ (this is the fun part). There is something of a board game renaissance going on right now offering a boggling variety of board and card games. These cover a range of concepts, from pandemics to book collecting. The board game Chronology offers a simple mechanic that can lend itself to a variety of topics. The game works as the name implies.
Remember, you don’t have to provide the rules for an entire game. Keep the activity focused on one element of a game that you can apply to content appropriate for your course and that supports the given learning objectives. Keep the rules simple.
One of my favorite games is Sid Meier’s Civilization V. The purpose of the game is to build a ‘historical’ civilization from the ground up. A key element of the game is researching and building technology. In order to be successful at building technology and move your civilization forward, you have to understand how technologies are inter-related and build on each other. You can’t just research gun powder, for example, but have to first research and develop all of the underlying technologies to get there.
The above image should be familiar to anyone who has used timelines, production trees or flowcharts. You may already be using something like this in your course. Game design can simply be a way to engage learners in developing these tools.
A big strength of using Project-Based Learning in this way is that it doesn’t require a lot of time to set up and the project can easily be managed with tools that already exist in your LMS, using student Groups, or something as simple as shared Google docs. How far you want to push learner creativity in the design is up to you and the needs of your course.
Here at Ecampus, we are lucky to have a marvelously creative Media Development Team who would be able to help build supporting material for your ideas. Depending on the complexity of the game you propose, it may even be possible to put your learners’ work into a game ‘shell’ that would result in a working version of the game. This, in turn, could be used as a study tool.