Screen Capture is an awesome way to lecture because you can show students exactly what you want them to do, how to do it, and why it's valuable. Only problem is most screen capture programs are expensive.
But NO longer.
The Jing Project is FABULOUS!
Check out this screen capture lecture I made for Twitter.
I got cut off, but all I was saying was explore and have fun with it.
Now I just need to say everything I need to in 5 minutes or less.
Also, I need to work on the sizing and such. But I'm thankful to be able to create screen capture lectures for free now!
Showing posts with label videos. Show all posts
Showing posts with label videos. Show all posts
Monday, February 25, 2008
Wednesday, August 1, 2007
Bad News and Good News
I'll start with the bad news.
Because of low enrollment, there's a very, very huge chance that my online class that I have discussed in this blog is going to be cut from this Fall's Schedule of Classes.
To say the least, I'm not happy. I worked really hard to make the online course multi-dimensional and engaging. My goal was the make this course as personable and challenging as my f2f classes, and I met that goal. My dream is to see it run. I'm saying prayers and keeping my fingers crossed.
I just hadn't thought about low enrollment until I talked with my boss a few weeks ago. In order for students to enroll in the online class, they must meet certain requirements: one is that they must be a.) a student who needs the class b/c his/her schedule doesn't work with a f2f class, b.) an adult learner who is taking classes through Continuing Ed, c.) a commuter or d.) a student who has not taken the class before f2f and not passed it. Once the student's information is verified, then he/she goes through an online screening process to make sure he/she effectively can complete online tasks. Though I fully understand the intentions behind the requirements and screening process, I feel like more students would be enrolled if the requirements were a more open to on-campus students who might have a job and/or activities that an online class would benefit. Heck, it would be great if any on-campus, commuter, and distant learner could easily enroll in the class. I really believe that any student would comprehend the work load and be able to navigate Blackboard after one week in my online class, which makes me wonder if the screening process is completely necessary. Without the screening process, I feel more students would register for the class because it would be one less step to worry about. Again, I fully understand that the intention of the screening process is to weed out students who want an easy way out of a required course. However, I firmly believe any student who registered in my online class b/c he/she thought it would be easier than attending class would find out quite quickly the first week that I expect a lot from my online students, just as much as my f2f students.
I support my department. Period. I just wonder if there are revisions that could be made to the registration of online classes in order to encourage enrollment. Online classes are the way of the future. I seriously learned so much from the online class I took through IDEAL (in order to train instructors to teach online) that I wish my graduate program would have had online classes. I would have taken them. And I bet I would have retained more from my program than I did.
While thinking about the merits of online teaching, I decided that the #1 benefit of teaching writing online is that writing is the main form of communication! How perfect, huh? Students learn even more about writing as they write discussion board responses, collaborative suggestions, feedback to peers, emails to the instructor and peers, etc. Talk about applying what a student learns about audience, tone, focus, etc.! Online classes are a valuable and progressive learning environment, especially those, like mine, that incorporate Web 2.0 technologies to keep students alert and challenged and those that take online learning seriously by clearly stating student expectations and responsibilities. In fact, I bet a lot of students experience more hands-on learning online than in a classroom where the temperature in the room might be too hot or too cold, where a student might be tempted to stare out the window daydreaming about tonight's plans while the instructor writes on the board, where making a good impression on the cute person in the next seat over is more important than the day's lesson, where some students even SLEEP. I remember being a student quite vividly. Hence, I did not retain a lot of lessons from my grad school courses, or more so, my undergrad courses. I had other things going on. I was at class, but most times my mind was somewhere else. Maybe I would be an even smarter teacher and person if I could have had online classes that let me learn when I was focused and ready to learn. At some point students have to learn to be responsible for their learning. Online classes makes them responsible for learning and taking their education into their own hands. How rad!
Online classes are the wave of the future, and I just feel that if my university plans on keeping up with the times, then every department needs to have a few online classes and inform instructors and professors about the usefulness of technology. Otherwise, more and more students are going to be daydreaming and sleeping while instructors try desperately to figure out how they can keep their students' attentions.
I promise to reveal the results once I find them out. Please keep your fingers crossed.
In the Spring I hope to teach the researched writing course online. I'm beginning to work on that course now, so expect more frequent posts. I'm excited about developing that course online b/c it has great potential for tying in multi-medias and even more Web 2.0 applications.
And now for even more good news: My "intro to the essay" videos are edited and uploaded to uTube. Check them out! I'm really pleased with the fabulous work! Thank you so much Terence and Michael!
Because of low enrollment, there's a very, very huge chance that my online class that I have discussed in this blog is going to be cut from this Fall's Schedule of Classes.
To say the least, I'm not happy. I worked really hard to make the online course multi-dimensional and engaging. My goal was the make this course as personable and challenging as my f2f classes, and I met that goal. My dream is to see it run. I'm saying prayers and keeping my fingers crossed.
I just hadn't thought about low enrollment until I talked with my boss a few weeks ago. In order for students to enroll in the online class, they must meet certain requirements: one is that they must be a.) a student who needs the class b/c his/her schedule doesn't work with a f2f class, b.) an adult learner who is taking classes through Continuing Ed, c.) a commuter or d.) a student who has not taken the class before f2f and not passed it. Once the student's information is verified, then he/she goes through an online screening process to make sure he/she effectively can complete online tasks. Though I fully understand the intentions behind the requirements and screening process, I feel like more students would be enrolled if the requirements were a more open to on-campus students who might have a job and/or activities that an online class would benefit. Heck, it would be great if any on-campus, commuter, and distant learner could easily enroll in the class. I really believe that any student would comprehend the work load and be able to navigate Blackboard after one week in my online class, which makes me wonder if the screening process is completely necessary. Without the screening process, I feel more students would register for the class because it would be one less step to worry about. Again, I fully understand that the intention of the screening process is to weed out students who want an easy way out of a required course. However, I firmly believe any student who registered in my online class b/c he/she thought it would be easier than attending class would find out quite quickly the first week that I expect a lot from my online students, just as much as my f2f students.
I support my department. Period. I just wonder if there are revisions that could be made to the registration of online classes in order to encourage enrollment. Online classes are the way of the future. I seriously learned so much from the online class I took through IDEAL (in order to train instructors to teach online) that I wish my graduate program would have had online classes. I would have taken them. And I bet I would have retained more from my program than I did.
While thinking about the merits of online teaching, I decided that the #1 benefit of teaching writing online is that writing is the main form of communication! How perfect, huh? Students learn even more about writing as they write discussion board responses, collaborative suggestions, feedback to peers, emails to the instructor and peers, etc. Talk about applying what a student learns about audience, tone, focus, etc.! Online classes are a valuable and progressive learning environment, especially those, like mine, that incorporate Web 2.0 technologies to keep students alert and challenged and those that take online learning seriously by clearly stating student expectations and responsibilities. In fact, I bet a lot of students experience more hands-on learning online than in a classroom where the temperature in the room might be too hot or too cold, where a student might be tempted to stare out the window daydreaming about tonight's plans while the instructor writes on the board, where making a good impression on the cute person in the next seat over is more important than the day's lesson, where some students even SLEEP. I remember being a student quite vividly. Hence, I did not retain a lot of lessons from my grad school courses, or more so, my undergrad courses. I had other things going on. I was at class, but most times my mind was somewhere else. Maybe I would be an even smarter teacher and person if I could have had online classes that let me learn when I was focused and ready to learn. At some point students have to learn to be responsible for their learning. Online classes makes them responsible for learning and taking their education into their own hands. How rad!
Online classes are the wave of the future, and I just feel that if my university plans on keeping up with the times, then every department needs to have a few online classes and inform instructors and professors about the usefulness of technology. Otherwise, more and more students are going to be daydreaming and sleeping while instructors try desperately to figure out how they can keep their students' attentions.
I promise to reveal the results once I find them out. Please keep your fingers crossed.
In the Spring I hope to teach the researched writing course online. I'm beginning to work on that course now, so expect more frequent posts. I'm excited about developing that course online b/c it has great potential for tying in multi-medias and even more Web 2.0 applications.
And now for even more good news: My "intro to the essay" videos are edited and uploaded to uTube. Check them out! I'm really pleased with the fabulous work! Thank you so much Terence and Michael!
Wednesday, June 6, 2007
Videos for Intros to Essays
Yesterday, I spent about three hours with Mike and Terence from IDEAL, shooting videos for my intro-to-essay segments. I was hoping for a sunny day so we could shoot outside, but it was cold and rainy. Hence, a lot of inside shots.
Once Terence and Mike edit the videos and create the final cuts, I'll be posting them to my Blackboard classes (yes, I'm going to use them both in my online and f2f classes) and to this blog.
I'm really excited to show the diversity of my assignments through the videos. And I hope to inspire my students with the videos. Perhaps the most inspiring one will be for Essay 3--Proposing A Solution. I really want this essay to become one that students can understand that their essay writing actually can make a difference. The topic I chose to focus on in the video was the problem domestic violence in Wood County. A friend and colleague of mine suggested I ask Mary Ann Robinson, the Domestic Violence Specialist for the Wood County Sheriff's Office, to be in the video. I learned a lot from her yesterday, and I think my students will too. If my students can see some of the possible solutions the citizens of Wood County have proposed and how those solutions are making a difference, I think they will feel more empowered in their essay writing and take the assignment more seriously and actually turn it into something that could make a difference in their communities! I have to say, I was empowered as a citizen and teacher by listening to Mary Ann. She really helped me see that all of us can make a difference.
~
The Online Class is almost completely uploaded. The podcast lectures are recorded and uploaded. The weekly schedule is filled in, and the videos are shot. The one thing left to do is get the portfolio forms uploaded and record an explanation of the portfolio process.
I'm super-excited!
Once Terence and Mike edit the videos and create the final cuts, I'll be posting them to my Blackboard classes (yes, I'm going to use them both in my online and f2f classes) and to this blog.
I'm really excited to show the diversity of my assignments through the videos. And I hope to inspire my students with the videos. Perhaps the most inspiring one will be for Essay 3--Proposing A Solution. I really want this essay to become one that students can understand that their essay writing actually can make a difference. The topic I chose to focus on in the video was the problem domestic violence in Wood County. A friend and colleague of mine suggested I ask Mary Ann Robinson, the Domestic Violence Specialist for the Wood County Sheriff's Office, to be in the video. I learned a lot from her yesterday, and I think my students will too. If my students can see some of the possible solutions the citizens of Wood County have proposed and how those solutions are making a difference, I think they will feel more empowered in their essay writing and take the assignment more seriously and actually turn it into something that could make a difference in their communities! I have to say, I was empowered as a citizen and teacher by listening to Mary Ann. She really helped me see that all of us can make a difference.
~
The Online Class is almost completely uploaded. The podcast lectures are recorded and uploaded. The weekly schedule is filled in, and the videos are shot. The one thing left to do is get the portfolio forms uploaded and record an explanation of the portfolio process.
I'm super-excited!
Saturday, May 19, 2007
Be Detail Oriented: A Key to Filling in the Void
Since my last post I have been working on setting up the online class in a Blackboard development shell. As I was filling in the work schedule for each essay cycle, I realized two things: 1.) the details matter, and 2.) break the work into small chunks if you get overwhelmed.
Before I even began attempting to make any folders or activities in Blackboard, I created a MWF workload schedule based on my previous lesson plans and essay cycles in my f2f classes. Also, I looked at my old syllabi to gauge how much time to devote to each essay cycle. Then I made a list of the readings I wanted to use and broke those readings down into each essay cycle. Having these hard copies really helped me visualize how to fill in each essay cycle on Blackboard, and they also served as my guide or checklist for what activities to create.
Before I began actually working in Blackboard, I gathered all these schedules, my lesson plan binder, activities binder, and texts in addition to lots of scrap paper to jot notes down as I was working. Probably the most important of all of these materials was the scrap paper. By the end I had about 5 sheets of scrap paper filled up: one for reminders to do as I was working, one for things to revise as I realized the older folders I created in Blackboard needed the things I was creating in the newer folders, one for a to-do list for my lecture podcasts I need to record, one for a to-do list of revisions I want to make to assignments, one for questions I had for my IDEAL consultant, one for tallying numbers of Discussion Questions and Brainstorm sessions on the Discussion Board, and one for teaching ideas (for online and f2f) I had while working. OK, that's more than five...I told you scrap paper is important AND the details matter!
Honestly, I think the details are important to the class I am creating because I want to do different things: wiki, blog, podcast, etc. to engage my students at various levels. The more stuff you do, the more details there are. I am a very detailed oriented person, so being detail sensitive was not overwhelming to me at all. I could see it being overwhelming to those who are not detail-oriented. In that case, I would recommend not doing as much with newer technologies and just keeping it very simple--use the "Add Items" feature for lectures and the Discussion Board for brainstorms. Wikis, blogs, videos to introduce each essay cycle, and podcast lectures aren't necessary. I just feel, for me, they better represent how I think about writing and how I teach writing--metatext, different methods for all learners, and engaging for my students and me. The wikis truly let students collaborate, which is really important to my teaching philosophy. I want my students to learn how to work with each other and apply wht they have learned to figure out how to approach writing an essay. The blogging, I feel, helps students reflect and think critically about the material being taught and its application in the "real world." And the videos and podcasts are just my attempt to get the material to a generation that is video and iPod savvy. These things also are very interesting to me, so they keep me in engaged in my teaching.
Once I got started creating the essay cycle folders, within each essay cycle, I created a folder for each week within that cycle. For example, the first essay cycle folder reads "Essay 1: Arguing A Position (Weeks 1-4)". Within that folder, there are four folders: one for Week 1, one for Week 2, and so on. Then within each of those folders is the week's course work in the order I'd like to see students complete it. Any time I had more than one item, such as more than one lecture or reading, I created a folder so the course work looked more streamlined and not as overwhelming to the students. At first, I thought each week's course work looked more intense than my f2f classes. However, I quickly realized that the work load was the exact same; it just looked like more because a.) it was a whole week, not a day and b.) some of work is what I give my f2f students as homework and all online work is basically homework.
The basic order of work each week is: lecture, reading, lecture/reading quiz, discussion board, brainstorm wiki, and a prompt for the blog I'm requiring each student to author. Then when assignments (rough drafts, final drafts, etc.) are due, those tasks are added into the core rotation. I really wanted consistency, so the students would grow accustomed to a routine and find themselves not overwhelmed but prepared for the work. The weeks that were the most difficult to plan were the weeks where there was a day off, fall break, and Thanksgiving break. I wanted to make the work load a little lighter on these weeks to reflect the days off.
If I had to anticipate a question from those considering to build an online class, it would be how long did it take you to set up the course? To answer this, I would have to say (right now, without any revision and more details to add) about 30 hours total--5 hours planning with lists and 25 actually loading activities into Blackboard. What took the most time was building the first two essay cycles and making sure I recorded what I still needed to add later and double-checking that everything was in the right folder. After that, my work became much easier. (The first two weeks took me about 10 hours, which I chunked up. Then we had two rainy days here, so I worked 10 hours each day and five on one day to finish up.)
IMPORTANT: Blackboard has a "Copy" feature in its "Edit View." I strongly suggest opening several windows in Blackboard and copying folders. Then all you have to do is revise the essay title and page numbers of a reading or change the essay title of the rough draft that's due. Once I figured out that I could copy and change folders and items it took me about an hour per week. (Note: I was worried that copying and changing folder contents would change the original. That is NOT the case!)
Also, I strongly suggest breaking down the work into one week at a time or one essay cycle at a time. This way you are more likely to not get burnt out and to catch typos and mistakes (placing the wrong material in the wrong folder, etc.) Of course, I offer up that advice after I marathoned my work. Once I start a project, I become obsessed until it is complete. For my own sanity, I really wanted to create the class and then go back and gradually add podcasts I record and/or revise typos and such. (I'm a true believer in the revision process!) I understand I have all summer to do this work, but I have several weekend trips planned, a lengthy trip planned as well as part-time tutoring I start in June. I enjoy multi-tasking, but I really wanted to devote all my energy to the online class so it turned out the exact way I wanted it to. And it has. For me, I feel more comfortable having all the work planned and loaded and gradually going back and making changes than perfecting each week one at a time. It all depends what works best for you; for me it worked best to do more work initially and revise gradually.
The big pieces that are left for me at this point are recording my intro to the essay videos (there will be five short shorts no longer than 5 minutes) and welcome video, recording my podcast lectures (these will be no more than 5 minutes long each and there's about 25), revising two essay assignments (I'm using the same assignments for my f2f class, so working on the online class has really helped me improve my f2f classes too!), adding in activities that relate to the handbook (I'm thinking about adding these to my class blog where the lectures will be posted as well as announcements), and proofreading.
SIDENOTE: The blog for the class where announcements, lectures, and other helpful hints will use RSS technology, so students can subscribe to the blog to receive any updates that have been added. I plan on adding to this blog a link to the class blog and podcast lectures and I plan to upload my videos once I have completed these features.
Doing all this work to my online class really motivated me to improve the Blackboard shells for my f2f classes as well. That won't take as long, though, because all I really want to do for those is create essay cycle folders and revise the side panel buttons that navigate students to various places in the course shell so there are fewer buttons, which would make the shells look a little cleaner.
Seeing the course put together, for the most part, really makes me excited to teach online! And doing this work online has really helped me critically evaluate my teaching and lesson plans, which has helped me, in turn, make improvements to my f2f class activities. It's been neat for me to reflect on my teaching even more and have more direction fine tuning it. I'm seeing that f2f and online teaching are more alike than different. And f2f teaching and online teaching, for me, fuel each other, which is cool because it has really inspired me even more as a teacher!
I am anxious to see what my online students are like!
I'm just concerned about how the Portfolio will work. More details on that soon.
Before I even began attempting to make any folders or activities in Blackboard, I created a MWF workload schedule based on my previous lesson plans and essay cycles in my f2f classes. Also, I looked at my old syllabi to gauge how much time to devote to each essay cycle. Then I made a list of the readings I wanted to use and broke those readings down into each essay cycle. Having these hard copies really helped me visualize how to fill in each essay cycle on Blackboard, and they also served as my guide or checklist for what activities to create.
Before I began actually working in Blackboard, I gathered all these schedules, my lesson plan binder, activities binder, and texts in addition to lots of scrap paper to jot notes down as I was working. Probably the most important of all of these materials was the scrap paper. By the end I had about 5 sheets of scrap paper filled up: one for reminders to do as I was working, one for things to revise as I realized the older folders I created in Blackboard needed the things I was creating in the newer folders, one for a to-do list for my lecture podcasts I need to record, one for a to-do list of revisions I want to make to assignments, one for questions I had for my IDEAL consultant, one for tallying numbers of Discussion Questions and Brainstorm sessions on the Discussion Board, and one for teaching ideas (for online and f2f) I had while working. OK, that's more than five...I told you scrap paper is important AND the details matter!
Honestly, I think the details are important to the class I am creating because I want to do different things: wiki, blog, podcast, etc. to engage my students at various levels. The more stuff you do, the more details there are. I am a very detailed oriented person, so being detail sensitive was not overwhelming to me at all. I could see it being overwhelming to those who are not detail-oriented. In that case, I would recommend not doing as much with newer technologies and just keeping it very simple--use the "Add Items" feature for lectures and the Discussion Board for brainstorms. Wikis, blogs, videos to introduce each essay cycle, and podcast lectures aren't necessary. I just feel, for me, they better represent how I think about writing and how I teach writing--metatext, different methods for all learners, and engaging for my students and me. The wikis truly let students collaborate, which is really important to my teaching philosophy. I want my students to learn how to work with each other and apply wht they have learned to figure out how to approach writing an essay. The blogging, I feel, helps students reflect and think critically about the material being taught and its application in the "real world." And the videos and podcasts are just my attempt to get the material to a generation that is video and iPod savvy. These things also are very interesting to me, so they keep me in engaged in my teaching.
Once I got started creating the essay cycle folders, within each essay cycle, I created a folder for each week within that cycle. For example, the first essay cycle folder reads "Essay 1: Arguing A Position (Weeks 1-4)". Within that folder, there are four folders: one for Week 1, one for Week 2, and so on. Then within each of those folders is the week's course work in the order I'd like to see students complete it. Any time I had more than one item, such as more than one lecture or reading, I created a folder so the course work looked more streamlined and not as overwhelming to the students. At first, I thought each week's course work looked more intense than my f2f classes. However, I quickly realized that the work load was the exact same; it just looked like more because a.) it was a whole week, not a day and b.) some of work is what I give my f2f students as homework and all online work is basically homework.
The basic order of work each week is: lecture, reading, lecture/reading quiz, discussion board, brainstorm wiki, and a prompt for the blog I'm requiring each student to author. Then when assignments (rough drafts, final drafts, etc.) are due, those tasks are added into the core rotation. I really wanted consistency, so the students would grow accustomed to a routine and find themselves not overwhelmed but prepared for the work. The weeks that were the most difficult to plan were the weeks where there was a day off, fall break, and Thanksgiving break. I wanted to make the work load a little lighter on these weeks to reflect the days off.
If I had to anticipate a question from those considering to build an online class, it would be how long did it take you to set up the course? To answer this, I would have to say (right now, without any revision and more details to add) about 30 hours total--5 hours planning with lists and 25 actually loading activities into Blackboard. What took the most time was building the first two essay cycles and making sure I recorded what I still needed to add later and double-checking that everything was in the right folder. After that, my work became much easier. (The first two weeks took me about 10 hours, which I chunked up. Then we had two rainy days here, so I worked 10 hours each day and five on one day to finish up.)
IMPORTANT: Blackboard has a "Copy" feature in its "Edit View." I strongly suggest opening several windows in Blackboard and copying folders. Then all you have to do is revise the essay title and page numbers of a reading or change the essay title of the rough draft that's due. Once I figured out that I could copy and change folders and items it took me about an hour per week. (Note: I was worried that copying and changing folder contents would change the original. That is NOT the case!)
Also, I strongly suggest breaking down the work into one week at a time or one essay cycle at a time. This way you are more likely to not get burnt out and to catch typos and mistakes (placing the wrong material in the wrong folder, etc.) Of course, I offer up that advice after I marathoned my work. Once I start a project, I become obsessed until it is complete. For my own sanity, I really wanted to create the class and then go back and gradually add podcasts I record and/or revise typos and such. (I'm a true believer in the revision process!) I understand I have all summer to do this work, but I have several weekend trips planned, a lengthy trip planned as well as part-time tutoring I start in June. I enjoy multi-tasking, but I really wanted to devote all my energy to the online class so it turned out the exact way I wanted it to. And it has. For me, I feel more comfortable having all the work planned and loaded and gradually going back and making changes than perfecting each week one at a time. It all depends what works best for you; for me it worked best to do more work initially and revise gradually.
The big pieces that are left for me at this point are recording my intro to the essay videos (there will be five short shorts no longer than 5 minutes) and welcome video, recording my podcast lectures (these will be no more than 5 minutes long each and there's about 25), revising two essay assignments (I'm using the same assignments for my f2f class, so working on the online class has really helped me improve my f2f classes too!), adding in activities that relate to the handbook (I'm thinking about adding these to my class blog where the lectures will be posted as well as announcements), and proofreading.
SIDENOTE: The blog for the class where announcements, lectures, and other helpful hints will use RSS technology, so students can subscribe to the blog to receive any updates that have been added. I plan on adding to this blog a link to the class blog and podcast lectures and I plan to upload my videos once I have completed these features.
Doing all this work to my online class really motivated me to improve the Blackboard shells for my f2f classes as well. That won't take as long, though, because all I really want to do for those is create essay cycle folders and revise the side panel buttons that navigate students to various places in the course shell so there are fewer buttons, which would make the shells look a little cleaner.
Seeing the course put together, for the most part, really makes me excited to teach online! And doing this work online has really helped me critically evaluate my teaching and lesson plans, which has helped me, in turn, make improvements to my f2f class activities. It's been neat for me to reflect on my teaching even more and have more direction fine tuning it. I'm seeing that f2f and online teaching are more alike than different. And f2f teaching and online teaching, for me, fuel each other, which is cool because it has really inspired me even more as a teacher!
I am anxious to see what my online students are like!
I'm just concerned about how the Portfolio will work. More details on that soon.
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