PGDEtechnology2
- 1. Technology-enhanced learning: screencasts, podcasts and digital presentation for teaching and learning.
- 2. Learning outcomes • To consider why we might present ourselves digitally and what benefit it has to students. • To critically examine some examples of online presentation, considering what might make ‘best practice’. • To consider a range of specific uses for digital presentation, including assessment, in Higher Education. • To introduce a range of tools that can be used for the creation of digital artefacts and practice using at least one of them.
- 3. Online presentation videos Listen to the short clips by two tutors. Consider what their purpose is, how they differ and what their relative strengths and issues might be. Clip 1 http://moodle.warwick.ac.uk/mod/lesson/edit.php?id=175958 Clip 2 http://moodle.warwick.ac.uk/mod/page/view.php?id=85820
- 4. How’s it done and why…? What skills do you need to be a successful online presenter? How do you make digital presentations; what are the processes? What might be the pedagogical benefits? What are the pedagogical challenges?
- 5. What skills can digital presentation support? https://expertbeacon.com/sites/default/files/Blooms%20Taxonomy.jpg (Accessed on 30/11/15: 20:30)
- 6. What uses could there be for digital presentations? • Explaining threshold concepts • Flipped classroom – recording lectures • Introducing course tasks (online or offline) • Navigation around a VLE • Narration and storytelling/presenting context. • Feedback to students on work, seminar contributions etc • Feedback to students on assessed work • Explaining or demonstrating a technique/method • Peer tutoring/reciprocal teaching • Other….?
- 7. Threshold concepts Screencasts, vidcasts and podcasts can be useful ways of introducing important concepts which all students need to know, without the need to explain them in person. Students can also ‘listen again’. This can help students with ‘troublesome knowledge’. See Meyer and Land (2003)
- 10. Instructions and techniques Life Sciences prepare students for labs using online presentation techniques. Content courtesy of Dr Leanne Williams, Life Sciences
- 11. Assessment and feedback Online presentations can also be useful tools for assessment and feedback. Research shows that students both enjoy and understand their feedback better when it is spoken. http://screencast.com/t/jN4CKBXbFWH
- 12. Involving students Students can use their online voice for reciprocal teaching or to provide evidence of group/seminar activity, which you can listen to and assess later.
- 13. Russell Stannard: digital presentation king! http://www.teachertrainingvideos.com/
- 14. Useful tools • Warwick Lecture Capture and Personal Capture • JING, SnagIt and Camtasia • Present Me • Screencast-o-matic • Voice Thread • Audio Boo, Audacity • Show me, Screenchomp
- 15. Activity: digital presentations 1) Have a go at creating a screencast or podcast using iPads (suggested tools: Screenchomp or Show Me; Audacity etc). Consider the purpose of the screencast and the audience for which it is intended. 2) Go online and investigate existing digital materials that could help with threshold concepts in your discipline (suggested tools: You Tube, Vimeo). Think about how/where you might use these in a curriculum design.
- 16. You might be interested in… • Warwick WIHEA Digichamps http://moodle.warwick.ac.uk/course/view.ph p?id=15710 • Lecture Capture and Personal Capture http://www2.warwick.ac.uk/services/its/ser vicessupport/av/lecture_capture …..at Warwick
- 17. Stay in touch! Sara Hattersley S.Hattersley@warwick.ac.uk
Editor's Notes
- #4: Analyse the two short clips. One is a screencast (screencast o matic) the other a screencast incorporating video of the tutor. Things to consider include: Tone of voice, pace, formality of language Benefit of video (seeing the tutor) Information conveyed – one looks at course tasks, specifically, giving instructions including ‘navigation’; one offers a course overview
- #5: Analyse the two short clips. One is a screencast (screencast o matic) the other a screencast incorporating video of the tutor. Things to consider include: Tone of voice, pace, formality of language Benefit of video (seeing the tutor) Information conveyed – one looks at course tasks, specifically, giving instructions including ‘navigation’; one offers a course overview