Multimedia « Ecampus Course Development and Training

If you are considering developing an online course with Ecampus, you may be curious how you will translate your lectures to the online format. There are several effective online lecture presentation formats available to faculty. They differ in the type of video recording required and the kind of post-production work required after the initial recording.

Image listing 4 formats for online lecture presentation: Video, narrated lecture, light board, and interactive video. — Online Lecture Formats: Qualities & Complexity

Each of the presentation formats can be effective, however the more complex types can offer additional advantages for your students. Why should you consider producing the most challenging of the five online lecture formats? To answer that question, we need to understand what exactly an interactive video lesson is. Let’s start by first looking at a sample interactive video lesson used in a fall 2017 course titled The Biology of Horticulture (HORT 301). You can watch a four minute excerpt of the twenty-minute interactive video lesson by selecting the image below:

Still image from video of Dr. Ryan Contreras teaching using an interactive video lesson in the Biology of Horticulture (HORT 301). — Dr. Ryan Contreras teaching using an interactive video lesson in the Biology of Horticulture course. Select image to watch the four minute video.

As is seen in this excerpt the interactive video lesson has as its foundation a video recording of a Lightboard presentation. Layered over that recording are interactive elements that control video playback—sometimes pausing, other times auto-advancing to specific clips—or to progress through the lesson, trigger a student’s input of feedback, and, most importantly, increase the amount of student engagement in the lesson. In the case of HORT 301 the interactive element prompts the solving of a temperature indices formula. The base video could have been used by itself. However, it is the melding of the Lightboard presentation with the interactive feature that makes the interactive video lesson a highly engaging presentation for the online environment.

The model below proposes how the elements of personal and mediated communication immediacy are brought together to make an interactive video lesson a compelling experience.

Model showing proposing how mediated communication and personal communication of an interactive video complement each other in an interactive video lesson.

In this project instructional design, in conjunction with visual design, video staging, and interaction design, was focused on solving the issue of how to teach a self-paced formula-drive lesson in the online environment. The result is an interactive video lesson that presents as a unified visual space that fosters an actual “see through” psychological perspective. Although clearly a media production, this approach to online lesson presentation implies an unmediated learning experience.

It is enhanced by the camera literally seeing through the Lightboard glass to the instructor conducting the lesson fostering a sense instructor presence. This type of interactive lesson design is desirable because it presents classroom-like learning in a student-controlled online environment. The result is an interactive video lesson that is new in design format but familiar experientially.

Is Interactive Video For You?
A decision to adopt this approach to lesson design will likely be successful if you have a lesson that is formula driven. Certainly math subjects and many science subjects might benefit from this approach. Is it also applicable to humanities courses? Can you imagine teaching language, music, or poetry with an interactive video lesson? If you can, contact Ecampus. We would be glad to help you adopt this approach to lesson design for use in your online course.

In the classroom we often discuss readings and other sources of information. Because students are often accustomed to digital communications in which sources are rarely cited, they can benefit from guidance concerning your expectations regarding citation. The instructor for TCE 512, Psychology of the Adolescent, worked with Ecampus to create an infographic through which she provides such guidance.

This infographic is licensed under a Creative Commons license, so you can feel free to download and post it in your own courses. Also, remember that we enjoy collaborating with Ecampus instructors to create innovative resources, so if you have any interesting ideas we would love to work with you!

Recently, we added 24 new birds to this “silhouette shape recognition” interactive for FW312.
This was the 3rd time we expanded this interactive tool, and it serves as a nice reminder that Ecampus can continue to help improve your course materials year after year.

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The multimedia developers at Ecampus have the tools and experience to quickly generate cartoons for your course, illustrating hard to describe (or photograph) concepts with a dash of charm. Here are three recent examples of the quick cartoons we can make – each completed in about a week – with some insights into the development process.
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Looking for a way to bring pizzazz to your online course content? To gain your students’ attention? To use visual rhetoric to communicate complicated ideas succinctly, clearly, and persuasively? To inject some humor into an otherwise dry subject? To bring clarity to a muddy point? Whiteboard animations may be the solution!

Here’s an example Ecampus multimedia developers Warren Blyth and Drew Olson created with content by Linda Brewer from the department of Horticulture. (You can find more information here: http://agsci.oregonstate.edu/research/writingimpacts.)

How do you know if your content is right for this kind of presentation? Well, it should be relatively short. When read aloud, the script should take no more than three to five minutes in length. A script is necessary before beginning this kind of project so that the illustrations can be planned. It also helps if the content is vivid in some way — humorous, ironic, vivid in figurative language or imagery, or somehow able to be conveyed or partially conveyed in simple drawings.

How do you proceed if you’re interested in having this sort of resource in your online or hybrid class? Contact Ecampus!

Digital timelines are a great way to display a series of events in your online course. They can be used to capture historical events or a series of steps that occur in specific order, for example, a lab activity.

TimelineJS is an easy to use online tool that allows you to create a timeline by pulling in various types of online media such as video, images, and maps from easy to integrate sites such as Twitter, Flickr, Google Maps, YouTube, Vimeo, Vine, Dailymotion, Wikipedia, and SoundCloud. The magic happens in a Google spreadsheet and it is as simple as inserting dates, links, and text into the appropriate columns.

If you are interested in having Ecampus create a timeline for you using this tool, all you need to do is contact your instructional designer. Click the image above to view a timeline that was created for French 329, a course on francophone cultures and film.

For every concept you want to convey, there is a scale of understanding (from those who’ve never heard of it, to those who have PhDs in it). In many cases, those who really understand something well have trouble putting themselves into the shoes of others who are just setting out to learn it. This is why it is often hard to give a stranger directions when they don’t know the local streets or landmarks. The key to good explanation is: empathizing with your audience.

In May, I had the pleasure of seeing Lee LeFever speak at WebVisions 2013 in Portland, Oregon. His session, “The Art of Explanation,” was about crafting explanations in video form and it delivered my favorite takeaways from the show. I’d like share a few of these juicy insights with you, because they inform my multimedia work for CDT.
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1. Audio Audio Audio!

Audio is just as important, if not more important, than the video. Most people are willing to tolerate bad video if there is good audio, but not the other way around. Ecampus has wireless lavaliere mics (the little black mic that clips on to your shirt) that can be checked out with the camera to capture good audio.

2. Consider your Background

What is the background of your video is just as important as the subject of the video. Avoid windows in the background or shooting with the sun at your back. Flip cameras have no control over exposure so they adjust according to the brightest light in the frame. If you are shooting in your office with your back to the window, the camera will adjust to the light outside which will make you, the subject, really dark and underexposed. Also make sure there are no plants, pillars, signs or anything right behind your head or that “split the frame in half”. These are common distractions that pull focus away from the subject

3. Keep the Camera Steady

Handheld, shaky, video is very distracting. If you have a tripod, use it. Ecampus has small, desktop tripods, which work well for placing the camera on a table or shelf.

4. Here is a link to the OSU guidelines on shooting video http://oregonstate.edu/brand/video-best-practices

plant detective title — the title screen

Often an instructor will bring us media (like a collection of photographs) and ask if we could help create some sort of interactive exercise (like a microscope simulation, to explore their photographs). We’re happy to do what you ask, but when time and interest permit – we like to push a little further. Sometimes we will ask if it’s all right to make a game.

This past term in Botany 350, we created an anime-themed adventure game, Plant Detective, which let students collect clues and present their findings to a humorous caricature of their instructor. You can play it here, and I’ll discuss how we made it after the break.
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Some instructors are surprised when they first hear that they should begin preparing for a recorded lecture by writing a script. Some instructors believe that writing a script will take a lot of time, and that using a script will make the finished recording sound like they are reading, and that they should approach their online lectures the same way they do the on-campus ones – without a script.

Preparing a script for an online lecture is an essential step, however, that actually helps to save time and create a higher quality finished lecture.

So why script your lectures?

To Save Time
To Keep Online Lectures at an Ideal Length and Quality
To Make Lectures Accessible

On-campus and online courses meet the same learning outcomes, but the online learning environment is different from the face-to-face environment. Writing a script as the first step in creating your online lecture content is a great way to help you create content that will be effective for online students.

A great example of a lecture that was recorded with a script was done by Julia Goodwin for her HST 104 course World History I: Ancient Civilizations, here is her lecture for week 8

Ecampus Course Development and Training

Providing inspiration for your online class

Category Archives: Multimedia

Should You Consider an Interactive Video Lesson?

Citations in Online Discussions

We can revisit and revise multimedia

Could you use a quick cartoon?

Whiteboard Animations

Digital Timelines

Building explanations for your online courses

Tip for shooting video with a Flipcam

Plant Detective – What a custom game can bring to your course

Why you should be scripting your lectures.

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