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.

Abstract

Camtasia 6 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.

Presenter

S. Jeff Cold
Associate Professor
Utah Valley University

http://www.uvu.edu/profpages/profiles/show/user_id/967

S. Jeff Cold is a tenured faculty member of the Information Systems & Technology (IS&T) Department under the College of Applied Technology & Computing (T&C) at UVU. He specializes in teaching Linux, Computer Networking, and Fiber Optic & Data Cabling.

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.

Abstract

In this session, we will identify some of the important reasons why millennial students are captivated by video games, and how we can use these lessons to engage students in online learning for their academic studies. This session will be informative to teachers and professors who use, select or design new online learning tools for their classes.

Using examples from practicezone.org, we will show how the strategic design of online quizzes and electronically graded homework tools can engage students in learning, promote peer instruction, and free class time for discussion. The key is to allow students an unlimited number of attempts to complete their assignments correctly. We will show data and results from large General Chemistry classes that demonstrate an exceptionally high degree of work and commitment by students to their academic studies.

The primary relationship to the conference theme is to demonstrate how the strategic design of online learning tools can promote exceptionally high levels of student engagement.

Presenter

Chuck Wight

Chuck Wight has taught chemistry at the University of Utah since 1984. He currently serves as Associate VP for Academic Affairs and Undergraduate Studies. He is responsible for guiding the development of institutional policies and support for online and hybrid courses, General Education, Continuing Education, and an institutional partnership with Dixie State College. He is the sole owner of the new online learning web site http://practicezone.org.

Abstract

Service Learning at a Distance: Engaging Online Learners in Applying Their Knowledge and Skills to Help Others

Purpose of the Presentation: 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.

Target Audience: Higher education faculty, but all are welcome.

Instructional Context: The presenter is a professor in the College of Education and Human Development at Southern Utah University, Cedar City, Utah. The college offers six courses for the endorsement of content-area teachers (whether pre-service or in-service) in teaching English as a second language (ESL). The program is designed to help them develop knowledge, skills, and dispositions associated with adapting, designing, preparing, and providing instruction to meet the academic, linguistic, and social needs of ESL learners in K-12 schools. Many of the university students who are interested in obtaining this ESL endorsement work full time, and some live at a great distance from the university, so they are not able to attend a traditional, face-to-face class; therefore, the program is offered as an e-learning opportunity using the Blackboard Learning System to provide online, virtual classrooms. The service-learning experience associated with several of the courses requires students to find non-native English speakers in their own geographical area and provide them with tutoring.

Presentation Plan and Objectives: Out of the 45 minutes available for this presentation, the first 20 minutes will be used to describe the context of the investigation: the courses, the instructional materials used (case studies, multimedia, practical experiences, and discussion activities), the online learners and instructor, and the various approaches used to engage learners with the content of the course and to apply their recently acquired knowledge and skills in a service-learning experience. During the next 15 minutes, the methods and results of the investigation will be explained and discussed. The remaining 10 minutes will be used for participants’ questions and discussion, sharing of their ideas and experiences, and ideas for future investigations.

Practical Applications: Participants of this proposed session will hear about and see the presenter’s processes and the end results of selecting high-quality instructional materials (including case studies, multimedia, practical experiences, and discussion activities) that were originally designed for face-to-face delivery and adapting them so that they could be effectively implemented in a completely online learning environment to engage the learners with the content of the course, with each other, and with English language learners. The participants and the presenter will gain useful insights from one another as they discuss successes and failures in actual efforts to engage online learners with case studies, multimedia, discussion activities, practical experiences, and service-learning experiences.

Relationship to the Conference Theme: Teaching with technology in an online learning environment can be made more effective by implementing instructional strategies that engage learners with the content and give them opportunities to apply what they have learned in service to others.

Information to Support What is Advocated: Examples of the instructional materials utilized, the strategies implemented in several online ESL endorsement courses, the theoretical base, and data gathered from three years of the presenter teaching these courses will be shared during the presentation.

Presenter

Thomas Cunningham

Tom Cunningham, professor of education, Southern Utah University, Cedar City, UT. Degrees: dual-major B.A., linguistics and Spanish (BYU, 1984); M.A., teaching English as a second language (BYU, 1986); Ph.D., instructional technology (USU, 1994). Career as teacher started at LDS Missionary Training Center, teaching Spanish (4 years). Taught ESL (7 years total) at Provo Adult High School, BYU, BYU-Hawaii, and USU. Faculty member at SUU since 1994 in various roles. For 8 years in Library, taught instructional technology and library media courses, directed SUU’s faculty development program, and served as reference librarian, library instruction coordinator, and collection development specialist. Next 3 years, taught information systems courses, e.g., multimedia production, systems analysis and design, and IS project management for School of Business and College of Computing, Integrated Engineering, and Technology. Since fall 2005, has been teaching instructional technology and ESL teacher training courses in SUU’s College of Education and Human Development.

Abstract

Using Online Homework in Traditional College Math Classes or How to Grade 45,000 Homework Problems and Still Keep Smiling
Purpose and Audience

The purpose of this presentation is to present research-based results regarding the effectiveness of using online homework as part of a college math class. These online homework systems offer many potential advantages to instructors, such as the ability to provide instantaneous feedback, as well as a great deal of tutorial assistance, on each and every homework problem assigned. Other potential advantages include increasing student motivation to succeed, offering many students the opportunity to develop content mastery, and allowing the instructor more time to teach instead of grade homework.

Whether teaching online, hybrid, or traditional face-to-face classes, many instructors are considering using one of the many available and highly advanced online homework systems. This presentation will provide these instructors with research-based and anecdotal evidence of the effectiveness of these systems. In addition, I will share my experiences with using these systems for the past 5 years.

Objectives

During this presentation I will:

1) Discuss the basic features and benefits of modern online homework systems. These features include immediate feedback for each homework problem. Tutorial assistance is also offered for each homework problem including the option to have the computer help the student solve the problem, the option to view a completely solved similar problem, the option to view a Quicktime video lecture which discusses the related concepts, and the option to view Flash animations which demonstrate principles and procedures. All of these features are integrated completely with the textbook.

Other features include the opportunity for students to demonstrate mastery and feel like they can succeed if they are willing to expend the appropriate effort. Students can work on each homework problem until they get it correct. This small feature often inspires students to keep trying because they want a perfect score, a result that doesn’t often happen with textbook homework.

Other benefits and features will also be discussed.

2) Discuss research results which examine these benefits. Several studies (including mine) have been performed which attempt to answer the question: do students learn more when they use online homework, with all of its bells and whistles, than when they use textbook homework. These results will be shared along with a critical analysis of their methods and conclusions.

My study additionally asked the question, do underprepared students learn more from online homework than prepared students. This question is important because more and more students are enrolling in college math class underprepared. The hypothesis is that underprepared students may benefit more from online homework because of the feedback, tutorial assistance, and motivational opportunities.

3) Discuss personal and anecdotal experiences related to using online homework systems as part of a traditional, lecture-based college math class. I have used online homework systems for 5 years as part of my face-to-face classes. I have seen the pros and the cons of such systems and will share these during the presentation. In addition, many institutions are reporting incredible improvements when they employ online homework. These results will be discussed and analyzed.

4) Discuss the challenges and drawbacks of using such systems. Some of the challenges include network crashes and software incompatibilities. Students who don’t have internet access at home also have difficulties. Other drawbacks are related to how the computer grades homework and how students enter their answers. These drawbacks will be discussed and experience-based solutions will be offered.

5) Engage the attendees in discussions relating to their experiences. I am interested in hearing how others are using online homework systems. Everyone can learn something from this discussion.

Practical Applications and Relationship to the Theme

I believe that online homework systems are one technological advance that will be part of math classes for many years to come. In the past, these systems have often been disregarded by educators because of the lack of pedagogical strength and because they required computing/networking power that was not available. However, with the problem of computing/network power largely solved both personally and institutionally, modern online homework systems are being created which offer many features and which are very adept at teaching students and helping them understand. In short, these systems are the wave of the future and educators need to be made aware of their real advantages and the research which supports them.

Information to Support What is Advocated

Davidson, A. (2004). An examination of the effects and costs of instruction that relies on computer-assisted instruction for delivering and managing homework assignments in college calculus courses. Unpublished Ph.D., The University of Rochester, United States — New York.

Hirsch, L., & Weibel, C. (2003). Statistical evidence that web-based homework helps. FOCUS, 23(2), 14.

Hurn, J. L. (2006). An analysis of the effects of online practice quizzes on the achievement, self-efficacy, and academic motivation of college algebra students at a community college. Unpublished Ph.D., Kansas State University, United States — Kansas.

Speckler, M. D. (2008). Making the grade: A compendium of data-driven case studies on the effectiveness of MyMathLab and MathXL. Retrieved November 14, 2008, from http://www.mymathlab.com/makingthegrade_v3.pdf.

Zerr, R. (2007). A quantitative and qualitative analysis of the effectiveness of online homework in first-semester calculus. Journal of Computers in Mathematics and Science Teaching, 26(1), 55.

Presenter

Shane Brewer

I have been teaching math at the San Juan Campus for eleven years. Prior to that, I taught for short periods at BYU and UVU. I have always been interested in finding new ways to use technology to enhance traditional math classrooms. From graphing calculators and computer algebra systems to wikis and complete online learning systems I have tinkered with them all in the classroom at one time or another. I am particularly interested in exploring ways in which technology can help students who have previously had less than enjoyable experiences with mathematics. I have seen many of these students respond positively to approaches which use technology and don’t just follow the same pattern that frustrated them before. When not thinking about math I play golf, chess, and go. Or I am taking my family on some death march through one of the many canyons in Southeastern Utah.

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.

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

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.