CoRD Week 5: Content Options
Materials: OLI, MIT, LTTO, Word doc
At the heart of university learning are the bodies of disciplinary knowledge we create and disseminate. In this workshop, we’ll explore tools for sharing our content expertise with students to take advantage of the unique opportunities of hybrid course format. Whether you use existing materials or create your own, you will plan for providing ADA-compliant course materials and establishing or obtaining appropriate copyright permissions.
Agenda:
Review: Tools we’ve seen so far (discussion boards, Facebook, chat, Adobe Connect/VO-ppt)
Examples
Content creation
Using video
Copyright
ADA considerations (multiple modes of representation)
Set date and time for final f2f meeting
Prepare for discussion board
The main point: Students come into class not knowing something, and in order to just get the introduction they have to read it, hear it, or watch it, or some combination thereof. So that means faculty will be delivering content in written, spoken, or videoed form, or some combination thereof. And that the job doesn't stop with transfer of information--the whole process is more effective when the information comes in small chunks interspersed with breaks for practice, processing, and interaction. So plan well because you'll most likely have to pay for this, either in time and effort or in ATS or other technical help.
Katherine demo, answer questions
Robert demo, answer questions
Arnold’s videos
Organizing questions:
What tools do faculty use? Depends on their discipline content: Facts, Concepts, Principles, Processes, P? (linear algebra is a set of procedures; Naomi is teaching Concepts)* printed texts (books, articles, other)** If you create docs to guide them (ie, POGIL) use headers and save as tagged
- online texts (books, articles, other)** If you are writing your own Word/PDF docs (for handouts, etc), use headers and save as tagged. Always get accessible textbooks. Use color appropriately
- video lectures (short, long)** Talking heads, voice-over powerpoints, whiteboard demos
- Animations
What if I want to use what others have done?* Copyright (Creative Commons: http://online.cofa.unsw.edu.au/learning-to-teach-online/ltto-episodes?view=video&video=239, Show Carnegie Mellon OCW: http://oli.web.cmu.edu/openlearning/, MIT: http://ocw.mit.edu/course, MERLOT:
- ADA (multiple modes of representation; user-testing)
- Integrate with activities (especially important if you are linking to a very long video)
What if I want to make my own stuff?* Cost of equipment (soon ameliorated with the self-serve recording studio) Dan describe
- learning curve
- Quality
- Copyright (Dan describe 5-10 minutes)
- ADA (write good scripts) (assign your students to caption) (Dan 10 minutes)
- TIME: it’s easy to get behind. Time is related to the quality and type of content you’ll be producing.
What if I want ATS to make my stuff?* Cost of hiring professionals (actually cheaper than industry, and they do a good job)
- Quality
- They’ll help with copyright and ADA
- TIME: much faster but you have to schedule in advance
- Ask Paul about ETRA grant
Video* How many of you view video as a teaching tool and plan to use it in your course?
- Most video is passive. You can make it more active by asking questions at the beginning, asking students to do something at the end, captioning, create a discussion board around it, make their own,
- Basic workflow (script, storyboard) The more work you put into pre-production, the less time you have to put into production and post-production
- Tools: Jing, Camtasia
- Editing: iMovie, Camtasia, Adobe Premier Elements,
Discussion board introduction * I’ll set up the discussion board and post the materials on Saturday morning (3/17/12) (intro, video links, a couple of articles)
- Work through the introduction and 2-3 other resources
- Post by Wednesday 3/21/12
- Respond to at least two colleagues by Friday (3/23/12) (ABC format)
- Be sure to answer any questions your colleagues ask on your thread
- On Saturday 3/24/12, I’ll summarize and put you in a course pair for peer review
- Choose a rubric
- Send your materials to your partner
- Review your partner’s materials with the rubric and send your comments to your partner
- Post by Wed 4/5/12
- Respond by Friday 4/7/12
- Can do peer review during the break if you prefer