Video on Campus: Present and Future
Access a UMConnect recording of the seminar, or subscribe to the podcast or vodcast.
By Keith Brown and Cristina Lopez
Learn how video can support our land grant mission of teaching, research and outreach. Panelists will discuss infrastructure, technology, services and dissemination options. Topics include course guide videos, enterprise media storage and management, web and video conferencing, ResearchChannel, Big 10 Network and more.
Seminar
December 10 , 2008
12:00–1:30 p.m.
402 Walter Library, Minneapolis (East Bank)
Moderator:
Lance Cunningham, OIT
Panelists:
Gwen Halaas, Center for Interprofessional Education • Peter Gregg, Communication Studies • Jill Trites, Postsecondary Teaching and Learning • Steve Huchendorf, Operations and Management Science
Bibliography
The following readings may help you prepare for the TEL seminar.
Barfurth, Marion A. and Piere Micharud. “Digital Video Technologies and Classroom Practices.” International Journal of Instructional Media. 35, no. 3 (2008): 301-15.
This article discusses the findings of “The Digital Video in the Classroom” research project. For two years, researchers observed fifteen K-12 public school teachers as they integrated digital video into the classroom. The use of digital video in the classroom led some teachers to create more student-centered learning activities. The authors also discovered that initial professional development that focused on technical skills provided a good foundation, and the teachers then drew on their experience and collaborated with each other to cultivate their knowledge about best teaching practices with digital video.
Basilli, John N. “Motivation and Cognitive Strategies in the Choice to Attend
Lectures or Watch them Online.” Journal of Distance Education. 22, no. 3 (2008) 129-148.
If instructors make lectures available online, will students stop attending class? Not necessarily. This study takes into account cognitive and motivational factors related to students’ choices to attend lectures or watch them online. Students who preferred to watch lectures online had greater enthusiasm for the course than students who preferred to attend lecture. Learning styles made a difference as well; social learners preferred attend lectures, where they were more likely to learn from their peers.
Daugherty, Hubert, Julie Cohn, and G. Anthony Gorry. “Capturing and Disseminating What Happens in the Classroom.” Educause Review. 43, no. 5 (September/October 2008): 76-77.
This article discusses the history and current uses of video at the University of California, Berkeley. The authors document benefits for students who use online video in their classes as well as commentary from faculty who reflect on issues such as the impact of online video on classroom attendance. It is worth noting that these webcasts are publicly available through the OpenCast Project and Community, which allows anyone around the world utilize the course content, including other universities.
Sprankle, Bob. “Caught on Video.” Technology and Learning. 28, no. 9 (April 2008): 29-32.
This article discusses the author’s experience with using video inside and outside of his K-12 classroom. Many scenarios for using video in the classroom are offered along with brief explanations of their educational benefits. Of particular use is a listing of “Bargain Video Cameras” that are current as of the date of publication. Even though this article is geared towards K-12 teachers, many of the ideas can easily be modified and used in higher education.
Williams, Gerald R., Larry C. Farmer and Melissa Manwaring. “New Technology Meets an Old Teaching Challenge: Using Digital Video Recordings, Annotation Software, and Deliberate Practice Techniques to Improve Student Negotiation Skills.” Negotiation Journal. 24. no. 1 (January 2008): 71-87.
Helping students make the leap from understanding negotiation theories to developing effective negotiation skills can be a challenge for instructors, particularly when they are confronted with the constraints of the traditional classroom. Through a combination of reflective journals, video recordings of student negotiation exercises and video annotation software, students were able to develop their skills through practice and feedback from both peers and instructors. The authors demonstrate that thoughtful design of learning activities and assessment can greatly enhance the educational potential of video annotation.
