I own a total of four video cameras, but lately I haven’t used any of them. I’ve fallen victim to the old adage, the best camera is the one you have with you. And that camera just happens to be my cell phone. Clearly my other video cameras are better than my cellphone, so it would seem. I have a Canon Rebel T1i that shoots HD video, a Panasonic HDC-SD5 that shoots 1920×1080 HD, a Flip camera (remember those), and a Contour Roam helmet cam that also shoots in full HD. I have all of these great cameras and I can’t even remember the last time I shot video with any of them. Yet everyday, I shoot video and take pictures. Yep, I use my Samsung Galaxy SIII cellphone. It’s my stand alone camera these days. But it can’t be as good as the full HD I can shoot with the others, right? Wrong. It’s awesome.
The Samsung Galaxy S3 cellphone has a 8 megapixel camera that shoots full 1080p HD video. Many cellphones these days do, so you don’t really need to carry around a “real” camcorder anymore unless you are a “real” movie maker. So as proof of concept, I set out on a mission to create a video advertisement for our upcoming technology conference. My goal was to use only my cellphone and a web app to edit the video. No complicated expensive software allowed. I figured if I could make something useful, why couldn’t our students. They all have cellphones and there’s no cost after that. Here’s what I did… Read more
Scottsdale Community College hosted SCC TechTalks 2013, a series of live, 18-minute presentations on how technology has impacted teaching and learning on February 1, 2013. The event followed a similar format to the widely popular TEDTalks and was put on by SCC’s Instructional Strategic Technology Advisory Committee (ISTAC).I was honored to be invited to be one the speakers of this inaugural event and had a great time participating.
Event description: “The thought-provoking talks feature presenters from a variety of professional backgrounds covering an array of subjects — from theater and music to math and science. Presenters include faculty members, tech gurus and students.”
Below is a playlist of all the talks featuring Maricopa’s past and present technology leaders. So go grab some popcorn, get comfy and enjoy the show.
Most students hate online discussion. It’s true. Ask them. I don’t blame them. I hate it too. Ha! Yep, I just admitted that. It’s not the idea behind asynchronous discussion that I dislike. It’s how it is implemented in most online courses. It’s almost as if it’s an after thought. Oh wait, I need some student to student interaction, so I’ll throw a few questions in a discussion forum and be done with it. There’s no clear purpose. Then 24 students all jump in and try to manage what can quickly become unruly or worse boring and meaningless. First, my horror story. How do 24 students “discuss” this question: What was the theme of the story? Yes, I’ve seen that discussion question in an online course. Well, after the first student nails the answer, and it didn’t take long in this case. Everyone waiting 4 days until the one brave soul responded with the correct answer. Done. What was everyone else supposed to say after that? Not much and the discussion was a flop. Twenty-four students echoing the same response. And I’ve seen worse.
There’s a lot that goes into creating successful asynchronous discussion in online courses. I talk a little about some of it in the video at the end of this post. Instead of elaborating on that further, I’d rather share with you a very rewarding asynchronous discussion going on right now in my ENG102 online course. Discussions don’t have to take place in a traditional discussion forum. That’s the first lesson. In this case, my real goal, aside from getting students to interact with each other, was to have students help each other out with their writing by offering some valuable feedback. This discussion begins in Connect Composition where students submit their latest essays. I set up a peer review assignment and put students in groups of 3. Their goal at this stage is to review the other two papers in their group and offer feedback based on the 6 questions I set up for them to answer.
The objective is twofold: Read more
I can’t remember when I first started using SoftChalk, but it seems like it’s been about 10 years. That’s how long the company has been around (since 2002). I’ve been using the tool to help create interactive lessons for my online and hybrid courses. We’ve had it available to us (Maricopa) for quite a while now, but when our current contract expired, we decided we needed to go out for RFP to make sure we were using the best product and paying the best price. I’d never thought much about it until I realized there might be a possibility of having to use something else. But when I express my concerns to my colleagues, all I ever get in response is: “What is SoftChalk?”
Well, that’s part of the problem, not enough faculty know the answer to that question. So the few of us who do know, may suffer the consequences. There will always be a need for an interactive lesson builder, and I vote that we keep what we already know. However, if there is something else out there that will blow me away without causing me stress learning how to use it, I’d be open to that too. In the mean time, here’s hoping others in the district find this video interesting enough to start using Softchalk while we await the verdict.
At GCC we have another option for conducting online peer review assignments in the composition course. I previously posted about the option I use in Connect Composition, but today I want to share with you a 2nd way that a few of our faculty are using. Below is the method that Gary Lawrence uses. I posted previously about his heads up about this process, but this post will give a few more details on how it all works. He even shared a video below that he made for students to show them the peer review process.
It’s not a perfect process, but it works well enough if you don’t have access to Connect Composition. It requires that students have MS Word to be able to “track changes” and leave comments on the documents. There are work arounds for that, but it might further complicate the process. Below is an image Gary created for students to explain the peer review process to them. Read more
The following is content from my wiki for a presentation I did in the CTLE on creating audio for a podcast last week. You can visit the original wiki page here: http://tinyurl.com/CreatingAudio
Creating Audio for Podcasts Using Audacity
Itinerary for Podcasting Series II Learning Lab
- Overview of recording tools for the Mac, PC and web: (Garageband, Audacity)
- Developing a plan for the podcast
- Equipment needed (hardware)
- Locate and Import Podsafe Audio into Audacity
- Record voice using Audacity
- Edit and Save audio using Audacity
- Export as Mp3 file
- Import into Canvas
Video of Part of this Workshop: Recording Audio Using Audacity
Three years ago when we did our last book adoption, one of the features we were looking for was a way to do peer reviews on student essays in an online environment. We chose a McGraw-Hill text because they had a tool that does this well. The tool is called Connect Composition and it comes packaged with our traditional textbook. Also built into our version of Connect is an online handbook, The McGraw-Hill Handbook. But within Connect we have the ability to set up peer review writing assignments. We can schedule the number of drafts we want to have for the writing assignment, choose pre-made review questions or write our own, and choose the size and makeup of the groups. It’s a pretty slick way to do peer reviews, and it’s really easy for students.
Below I created a video for students showing them how to participate in our most recent peer review writing assignment. Feel free to use this video with your own students if you are using Connect in your classes.
I see a lot of online courses where the instructors have created lots of PowerPoint presentations that I’m sure they used successfully in their face to face classes, but those presentations in an online class are missing the most important element – the instructor. Stand alone PowerPoint presentations are just not as effective as a presentation done with slides, so instructors need to transform those slides into a nice presentation with voice included. We have to add the instruction back into the class.
There a many different ways to record your PowerPoint presentations. The most obvious is to use the built in tools in PowerPoint. But I’ve found that method to be overly complicated. The easy is to just record your presentation using a tool like Jing, but if your presentation is longer than 5 minutes or you need to edit the video, you’re out of luck. So unless you buy and use Camtasia Studio, Jing’s big sister, then you’re out of luck. But for this post, let’s go for a free web tool to help us.
Knovio™ is an innovative tool for turning PowerPoint® slides into rich video presentations with just a web browser and webcam. With Knovio, you can take static PowerPoint slides to a new level with video and audio presentations that can be accessed anytime on-demand and shared with others through email and social media.
On Friday GCC hosted the eLearning Community of Practice (eLCoP) in Maricopa. Our topic was Micro-Lectures with video and audio tools, and we had a nice lineup of GCC faculty sharing how they use micro-lectures in their classes: Chris Nielson, Amanda Murphy, JoAnn Pell and myself. We had a great turn out with people from Gateway, GCC, PC and SMCC in attendance – 28 people in all.
The eLCoP is composed of faculty and staff dedicated to the research, discussion and dissemination of best practices for eLearning at Maricopa. eLearning includes courses taught hybrid and online, those using a college Learning Management System and learning that occurs via alternative delivery methods. eLCoP is open to all faculty and staff who are interested in positively impacting student learning outcomes through the creation and adoption of eLearning best practices.
In our presentation we shared how we use lecture capture, screencasting, video and audio tools to create short meaningful lectures for our online and hybrid courses. This topic is also relevant to faculty teaching face-to-face who may be interested in the concept of the Flipped Classroom. Below is our timeline with all the videos and links for tools that we shared with you. If you have any questions, add them in the comments below or email any of the other presenters. Read more
Last week I posted about podcasting in the classroom using your mobile device and a really cool website called Soundcloud. You can read that post here. At the time, I couldn’t figure out where to find the RSS feed for my Soundcloud account, so I couldn’t finish the post by explaining how to make the audio posts a podcast. I just embedded the audio instead. I then took to the internet to find out how to find or get my RSS feed for Soundcloud. Turns out the podcasting feature in Souncloud is in beta, so you have to apply to take part in the program. Read more about applying and podcasting with Souncloud here.
So I applied and then Tweeted that I applied and was waiting to hopefully be able to podcast with my Soundcloud account soon. Within a few minutes I got this tweet from @SCsupport. I replied with the information and was approved right away. When I logged in to my account later that day, I could see the RSS feed icon on my profile page and my account was now ready to be a podcast.
The video below continues where I left off last time and explains how to create the podcast using this new RSS feed and the RSS feed built into Canvas. There were a few hiccups, but all in all it is a workable way to create audio on the fly with your mobile device and then quickly get it posted to your announcements in Canvas via the podcast feed. Have a look, and happy podcasting.