If online video is the future, will I have to put it in my online course?
We are in a time when it is commonplace for everyone to easily discover,
watch and share videos online. The objective of this workshop is to provide
an overview of basic online-video principles, compare video
solutions that integrate with Learning Management Systems and address
whether they belong in a course in the first place.

Abstract

Online-Video Madness: What’s the big deal? Wait- does it belong in my course?

The purpose of this workshop is to provide
an overview of basic online-video principles and a comparison of video
solutions that integrate well with Learning Management Systems. In this session we will address preproduction, production, post-production and delivery aspects of online video publishing.
Additionally, this introductory course will cover
ease of use, learning curve and cost of software/hardware.
The workshop is technical in nature, but designed as a guided for staff and
instructors new to online video publishing. This workshop will help bring focus to the daunting question of whether an instructor should
be communicating with their students through
online-video. At the end of the workshop, the attendee will have a better understanding of online video principles that will enable him or her to decide how to best use the diverse solutions available to meet the specific requirements of their course. Most importantly, attendees will understand all facets of online video to determine if they should NOT be using online video in their course.

We are in a time when it is commonplace for everyone to easily discover,
watch and share video online. Today, videos ( whether on ULive or Hulu or you name it) are an integral part of our everyday online experience. You are either creating, stumbling upon or passing them along to your friends or colleagues. The big question to tackle is whether it belongs in your course. If students are ingesting information everyday through visual-auditory digital format, does this really make a difference in the way that they receive the information an instructor is providing in their class? Will the instructor who uses or will use videos to demonstrate a problem have more engaged students and as a result students with better grades? Conversely, if the instructor who teaches a face-to-face class starts to additionally present all the lectures as on-demand webcasts, will the students stop coming to class? This session will address the nuts and bolts of these questions as well as other questions that have risen as a result of the online video tidal wave.

As the hype of online video reaches its apex, we will start to see a clear picture of how online video can be effectively used in online course. Though there are instances where video can augment the content being presented in a course, there are also moments when video can take away from the learning experience. A couple of the elements that can get in the way are technical barriers, for example the student not having the appropriate media player plug-in, or the nature of the content being presented, a talking head lecturing endlessly for 90 minutes without a visual break.

Video technology will get better and online video best practices will emerge within the next two or three years. The peak of online video’s inflated expectations will come to an end and instructors and educational institutions will reach a plateau of productivity with were video best practices are common. To best maximize the plateau of productivity, there will have to be a large initiative by campus media service providers to encourage the development of campus-wide media literacies. For this to occur, small steps will have to be taken to teach both digital migrants and natives about best practices; because even though a digital native might understand how to upload a video to Vimeo, they may not necessarily understand how to get the highest quality video published. It’s up to media service providers to continually develop and share media literacies with all faculty and university staff for a more effective and efficient learning experience. In this session we will give examples of effective as well as ineffective uses of videos in online course. Participants of this session will not need any tools or any prior knowledge about video and online publishing methods. This session will address both online video technical and theoretical aspects.

Presenter

Juan Aldape
Media Lead
University of Utah

tacc.utah.edu

Juan Aldape is Media Lead for the Technology Assisted Curriculum Center. His passion is developing and sharing media literacy for a more effective and efficient learning experience.