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Transforming Your Classroom with Video Podcasts

Dr. Robin Kay UOIT – Oshawa, Canada. Transforming Your Classroom with Video Podcasts. UOIT. Started in 2003 6000+ Students Laptop based university Masters - Virtual. Question. How many You Tube videos did you look at yesterday?. Context. April 23,2005 - Me at the Zoo.

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Transforming Your Classroom with Video Podcasts

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  1. Dr. Robin Kay UOIT – Oshawa, Canada Transforming Your Classroom with Video Podcasts

  2. UOIT • Started in 2003 • 6000+ Students • Laptop based university • Masters - Virtual

  3. Question How many You Tube videos did you look at yesterday?

  4. Context April 23,2005 - Me at the Zoo Nov 2009 1,000,000,000 visitsper day May 2010 2,000,000,000 visitsper day Jan 2012 4,000,000,000 visitsper day

  5. Opportunity

  6. Video Podcasts 2 -10 minutes Video Controls Web-Based

  7. What you need Free Jing $30-$40 Free $80-100 Smooth Draw

  8. Let’s Make a Clip • Create outline for script • Start Jing • Drag over area you want to record • Put on Headphones + Microphone • Click “Capture Video” icon • Record & Pause • Stop • Type in name of clip • Click “Share” icon and wait a bit • Paste Web Address

  9. Brave Volunteer • Create a clip

  10. Now you … • Work in Teams (for support) • Create a practice clip and upload • Create a second clip on how to divide fractions • Post address of your clip on todaysmeet.com/VideoPodcasts

  11. Challenges so far …

  12. Brainstorm What is a good quality clip?

  13. Quality of Clips • Watch Clip 1 • UOIT - Surface Area (4:47) • Watch Clip 2 • Cruz - Surface Area (3:52) • Watch Clip 3 • Surface Area (5:22)

  14. Go to My Wiki • Go to kayuoitpres.wikispaces.com/ • Then click on Quality of Clips

  15. Quick Clip Tips • Conversational style(imagine one on one) • Connect with the listener (humour / passion) • Short and sweet (less than 5 min) • Try not to be perfect • Snagit ($30)

  16. Let’s Make One More Clip • What would you like to make a clip about? • What format do you want to use? • Write a brief script • Practice • Post at todaysmeet.com/VideoPodcasts only if you like

  17. Where are the Clips Stored • Go to www.screencast.com/ • Login in

  18. Storage Options Hosts Organization Create a Wiki Create a Webpage in Weebly • Screencast • 2 GB free • $99 per year (25G) • YouTube • Free • Need SnagIt ($30)

  19. How Would You Use Video Podcasts?

  20. Opportunities

  21. Administration • Just-in-time podcasts to explain • Assignments • Homework • How to use tools

  22. Administration - Samples • Instructions for Assignments • Using Software (Desmos) • Homework Instructions

  23. Administration - Evidence

  24. Administration - Evidence • “Video instructions really help clear up the gray areas of the assignment and they provide good examples.” • “It's really good that I have the ability to review the expectations of an assignment multiple times and coming directly from my instructor”

  25. Administration - Evidence • “For many of us, the type of work we are doing is new, and simple written instructions may not be sufficient to understand the technical aspect of what we have to do.” • “I can refer back to them over and over instead of bugging my professor”

  26. Opportunities

  27. Instruction • Big Picture Overview • Explanation of Concepts • Worked Examples • Flipped Classroom

  28. Instruction - Examples • Big Picture Overview • Explanation of Concepts • Worked Examples (Create Your Own) • Flipped Classroom (Collections + TEDEd) • Student – Selection & Wiki Review • Student select best explanations in teams • Student create wiki review of unit/year

  29. Instruction - Samples • Collections • mathtechtoolsuoit.wikispaces.com/Podcasts • Worked Examples (Evaluating Functions)tinyurl.com/evc-inst3 • Concepts (Reliability & Validity)tinyurl.com/evc-inst5

  30. Instruction - Evidence • Kay, R. H., & Kletskin, I. (2010). Evaluating the use of learning objects for improving calculus readiness. Journal of Computers in Mathematics and Science Teaching, 29(1), 87-104. • Brief summary … • 87% of students felt clips were useful • Clear, easy to follow, well explained, useful visual supports • Liked going at their own pace • Significant correlations between use of clips and changes in knowledge

  31. Opportunities

  32. Assignments • Student created videos • Explanations of how to do certain math problems • Post answers on a Wiki / Web Page

  33. Assignment - Examples • Create explanation of math problem • Individual • In teams • Real world math examples • Give feedback to peers about solutions (post on Wiki)

  34. Opportunities

  35. Feedback • Guidance (formative feedback) • Individual or team • Assignments & Tests (summative feedback) • Individual • Challenging questions on tests

  36. Feedback- Evidence • Kay, R. H. & Petrarca, D. (2009) Exploring the Impact of Video Feedback in Online Courses, The Fifteenth Sloan-C International Conference on Online Learning, Orlando, Florida.

  37. Feedback- Evidence * p < .001

  38. Results- Advantages Video Personal • “It feels more personal – I really enjoyed it” Tone • “There were subtleties in tone and expression that would not have been otherwise understood” Quantity • “I just felt that I was provided with a lot more feedback than would be provided with written feedback” Quality • “Video feedback does provide enhanced feedback on assignments and allows the student to visually see where they lost marks on assignments.”

  39. Opportunity

  40. Conclusion

  41. Contact Information Dr. Robin Kay Associate Professor robin.kay@uoit.ca

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