We recognize that being in front of the camera can be intimidating, so we’ve compiled some helpful tips from the pros to help you feel more comfortable and prepared. We searched through many articles about how to be awesome on camera and spoke to some in-house “experts,” including our New Media department at ASU Online. The result: 7 tips for on-camera success. [Read more…]
Joana Girante, Professor of Economics with the W.P. Carey School of Business, discusses how she uses short introductory video announcements in her online courses to introduce weekly topics. Knowing that her largely non-economics majors’ audience is a bit apprehensive about the topic, she illustrates that economics is everywhere and relevant; it is in music and in everyday decisions.
Girante uses highly engaging video announcements based on narrated PowerPoints using a variety of animated graphs, pictures, and Youtube videos to contextualize her weekly online content. She discovered that her students used the videos as an additional study tool and that it gave her an opportunity to mimic the impromptu comments often made in the in-person environment.
…or “You can provide student feedback, but how do you know if it’s really ever read?”
Instructors strive to provide effective feedback in a timely manner to help their students learn and be successful. Logistically speaking grading especially in large enrollment classes, can become an especially arduous task. Frequently, TAs are employed as graders to help lighten the workload. While such a strategy may be necessary from a management standpoint, it does hinder instructors from making a closer connection to students and better identifying where students are having difficulty. However, no matter what the size of the class, there are strategies to help instructors to more easily manage the delivery of feedback to students. [Read more…]
Embedding video in a course can be a messy process. There are a lot of steps and if you use videos from multiple platforms, there is little consistency in size and format. This can quickly make a course media page look like it was put together by Dr. Frankenstein. [Read more…]
Online learning can be a solitary experience. Students can feel somewhat disconnected when they take an online course and many instructors find it challenging to establish an instructional relationship with their students. Creating an engaging introduction video can solve these concerns.
This is the second article in a series on Active Learning. Click here to read an earlier TeachOnline blog post on how active learning promotes student success.
Videos are considered an especially effective way to present information while also addressing multiple learning styles. However, today’s students are often viewed as passive consumers of content. It is reported that a typical high school or college-age student spends, on the average, about five hours a day watching television, movies, and other online content. (Nielsen, 2013) To address this trend and encourage increased student engagement, instructors have begun to incorporate active learning strategies into face-to-face classroom and online instruction.
Did you know that ASU Online ascribes to the specifications of the TEACH Act in its use of audio, video, and images in course content delivery?
The Technology, Education, and Copyright Harmonization (TEACH) Act is a provision of US Copyright law that regulates the use of copyrighted materials in distance education courses. It should not be confused with Fair Use which is another and separate provision of US Copyright law.
Dr. Nancy Jurik discusses how she uses video responses in her online classes to keep students motivated. Every Friday morning, Dr. Jurik creates a webcam video to supplement her readings, narrated PowerPoint lectures, videos, websites, etc. Her goals are to bring herself to life for her students and grab their attention to keep them engaged in the course content. She looks at the Discussion Boards to determine what concepts resonate with the students and what topics need additional commentary and then crafts her weekly video responses. She then uploads the videos, grabs the embed code and pastes it into her course for the students to view.