Enhancing Camtasia 7 Videos with Bluff Titler,

above is linky to .ppt slide show used in the presentation on 6/11/2010 at 11:30 AM in Rm 1160

Camtasia 7 Videos with Bluff Titler, Audacity, and Visual Communicator 3

Educators in Higher Ed in all disciplines are seeking ways to create online videos that really communicate. The
expectations of the iGeneration for digital media is high. Camtasia 6 is a common video capture tool used by
many to create online videos. Camtasia 6 can be enhanced using Bluff Titler to create introduction video,
Audacity to edit royalty free audio files, and Visual Communicator 3 to create a personal presence in any background.

The audience will be able to:
- Understand how Bluff Titler’s sample video files can be edited and imported into Camtasia 6
- Use Camtasia 6 to create custom callouts when creating videos
- Understand how Audacity can be used to edit music for inclusion in Camtasia on its time line
- Learn green screen techniques in Visual Communicator 3 to import into the Camtasia 6 video process

The techniques presented can be used by anyone using Camtasia 6 to create online content to teach. All of the
techniques are available through inexpensive or free software and inexpensive hardware. Participants from
the audience will be invited to help demonstrate how green screen technology works. The presenter will provide
all of the software and hardware for the presentation. Read the rest of this entry »

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. Read the rest of this entry »

Let’s face it: most “academic” video games are just lame. But there are important lessons to be learned from the video gaming industry to engage students in learning. PracticeZone.org is putting some of these concepts to work to teach General Chemistry online. Read the rest of this entry »

One of the challenges of teaching an online course is to get students involved with the content beyond simply reading and discussing it. When students are separated from the instructor and each other by distance and time, how can they be effectively guided in arranging, participating in, and completing service-learning experiences? The presenter will share instructional strategies he has utilized to rise above such challenges. Read the rest of this entry »

The purpose of this paper is to discuss an innovative online educational program at Purdue University Calumet School of Nursing that enhances the initiatives and probabilities of nurses pursing advanced practice education to be more likely to achieve their goals. The program was made possible by an Advanced Education Nursing Grant through the Division of Nursing (DN) Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS). Read the rest of this entry »

Online homework systems are becoming more advanced and available to the mathematics educators. These systems offer many potential advantages to instructors. I recently conducted an experimental study which compared the effectiveness of using online homework versus textbook homework in a traditional face-to-face college algebra class. The results of this study and other like it will be reported in an effort to help others determine if incorporating an online homework system would be beneficial. Read the rest of this entry »

PowerPoint for The Cheatability Factor

Nobody wants students cheating in their online class. Could you be making it easy for students to cheat? What is your Cheatability factor? Presenters will discuss their rubric for cheatability in an online course. We will look at the main influences on cheating and show you how to determine cheatability in your own course. Participants will weigh in on the relative value of “direct assault” vs. “hearts and minds” pedagogical approaches to prevent cheating.

Objectives

• Identify the cheatability factor and it influences
• Determine the cheatability of an online course
• Understand what changes can reduce cheatability in an online course

Biography
As fine a instructional cowboy as ever roped an online course or saddled a pedagogy.

Title:
Challenges and Advantages of Online Learning

Purpose:
To demonstrate a new (21st Century, Web 2.0) platform for authoring, delivering and consuming content and courses.

Objectives:
The objective of the session is to open the mind to the possibilities of a rich, engaging online learning experience. No longer is it simply text in a browser. Today’s students demand a graphical personal learning environment. Agilix will demonstrate through this session how to create, distribute, customize and engage in a graphical, easy to use solution for imporving learning.

Practical application:
We will provide data that outlines trends regarding online learning. For any attendee we will also setup a playground environment for them to test the GoCourse Learning System.

Relationship to the conference:
The conference is about using technology to improve teaching and learning. That is the essence of GLS.

Information:
In addition to several case studies, Agilix will also provide key bullets of information regarding online learning trends and the technologies that are poised to carry this trend forward.

Biography
Mr. Curtis Morley joined Agilix Labs in January 2006. As vice president of Interactive Development for Agilix, Mr. Morley is responsible for leading Interactive Development and Usability efforts for the GoCourse Learning System (GLS). Mr. Morley works with Flash, Flex, and WPF within GLS.

Mr. Morley came to Agilix after starting and running Utah Valley’s only full service agency mediaRAIN for more than 10 years. Mr. Morley has a true passion for Flash and has been working and teaching with the tool since the early-early days of Flash. Curtis has taught web technologies at the Univeristy level for over 7 years and loves helping students develop and grow. Mr. Morley became the first teacher in the state of Utah to teach Flash and one of the first in the country. Before founding his companies he worked at one of the top ten web properties in the world – MyFamily.com/Ancetry.com. Mr. Morleyis the writer/creator of international Flash certifications and certified in Adobe Flash. Mr. Morley has worked with Fortune 1000 clients such as Franklin Covey, Novell, Intel/Micron Flash, Alfred Music Publishing, and international clients like CIIC of China. Most importantly Mr. Morley has a 7 month old baby daughter that is in the 100 percentile in weight and 90 percent in height.

You can find out more about him at www.curtismorley.com

Purpose of presentation:
Over the years of working with faculty in the development of online courses one thing has remained the same…course content interwoven into the Course management system. So much so that one cannot be pulled from the other. Now that Course Management Systems are being combined, changed, bought out and unreliable we have discovered the need to separate our “course” from the “classroom.” We need to free ourselves from the binds of Course Management Systems, and take control of our content.

Objectives of the presentation:
The objective of this presentation is to redefine what we as instructional designers and instructors call online courses and classrooms. We will also look at the tools we use to build these learning platform independent courses.

Practical Applications:
Attendees will understand the importance of separating their course from the online classroom and find that the course can be taught online, face to face, or from anywhere.

The presenters are advocating an open course design that can be taught with any course management system – online, face to face, or mobile.

Through our experience working with faculty we have noticed trends related to course development. Most courses designed have been highly personalized that can only be taught by the instructor who built it. However with the high demand for online courses we needed to be able to pull a course “off-the-shelf” and give it to a trained instructor to teach with minimal redesign. Also we were unable to wait years for courses to be built by an instructor – we needed a much quicker turn around so we moved to a team design approach. Working on a course design team we would find, more often than not, collections of content that was either incomplete, poorly organized, or out of date rather than a fully functional course. These trends demand a re-evaluation of current course design methodology.

Biography

Marty Hill has been involved in online learning since the mid-1990s. She holds a Masters degree in Curriculum and Instruction from New Mexico State University, with a specialization in Educational Technology. Marty has held the position of Coordinator of Online Learning at San Juan College in Farmington, New Mexico since 1997. She has served as part-time and adjunct faculty in both traditional and online programs. The University of Texas presented her with a NISOD Teaching Excellence Award in 2004. Marty is a sought after presenter and trainer, conducting sessions at many conferences and associations including: NISOD, the League for Innovation in the Community College, TX-DLA, Colorado Tele-Coop, NMACC, NM CHECS, and WCET. She is a Certified Online Instructor, and is a WebCT/Blackboard Certified Senior Trainer. Marty has had experience in both online course development and instructional design, developing materials for allied health, English, graphic arts and computer applications.