Each session page in the 2010 Session Schedule also links to the corresponding Ustream show.

Once you’ve found a session’s broadcast, you can interact with other participants through the chat backchannel. There will probably be a #ttix hashtag thread on Twitter that you can follow, too.

So while there’s nothing like being at TTIX in person, you can get a bit of the flavor and interact with the sessions from anywhere in the world!

TTIX 2010 Ustream “Show” Links

• Gould Auditorium (keynotes only)
• MLIB 1008
• MLIB 1009
• MLIB 1160
• MLIB TACC (June 10th only)
• MLIB 1110 (June 11th only)

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

MGM(TM) Never Looked Like This!!!

Purpose:

The purpose of this paper is to discuss the continuation of an innovative online educational program grant at Purdue University Calumet School of Nursing that enhances the initiatives and probabilities of nurses pursuing 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).

Last year we presented a two part series addressing the Not So National Treasure Hunt to assess student computer skills when using a course management system. These presentations were comprised of two parts; the first was information addressing innovative processes that were incorporated into the grant and why we chose them, the second part involved a hands-on demonstration that displayed the step-by-step mechanism for students to become skilled in requirements for online education. This year, we will talk about the development and
implementation of a podcast studio, also made possible by the grant. We will discuss the process, cost, implementation and usage of this lab. We will show a sample podcast created in the lab.

Objectives:

During this presentation we will:

Address the continuing innovative processes that were incorporated into the grant, specifically focusing on the development and implementation of a podcast lab.

Discuss the cost of the lab and how a lab can be created without a grant.

Discuss how faculty training was developed and implemented for using the lab.

Show a podcast that was developed in the podcast lab.

Practical Applications and Relationship to the Theme

The theme “Teaching with Technology” specifically addresses the issues of how technology can be used to uphold matters associated with teaching and learning. By using podcasting technology combined with the use of iPod Touches, time and space barriers associated with learning can be eliminated, ensuring greater success in pursuing and completing educational goals.

Presenter

Charlene C. Gyurko PhD,RN,CNE
Assistant Professor

http://

Dr. Gyurko has been a nurse since 1973. She has been teaching in an academic setting in an undergraduate and graduate level since 1991. She is Co-PI of an Advanced Education Nursing Grant awarded to Purdue University Calumet provided by the Health Resources and Services Administration (HRSA). She is a Research Associate for the Indiana Center for Evidence Based Practice a Joanna Briggs Institute Collaborating Center at Purdue University Calumet.

Abstract

This presentation will demonstrate how Wimba’s Collaboration Suite empowers educators with a unique collaborative approach that facilitates learning interactions, addresses multiple learning styles, and builds community online. Regardless of discipline or subject, faculty can EASILY add interactive elements to blended, hybrid or online courses.
Learn how you increase collaboration among your students with one single source of interactive tools. We will demonstrate how Wimba’s suite of collaborative products can allow faculty to EASILY create a complete and engaging teaching and learning environment by adding numerous interactive elements to their online courses.
Wimba Classroom supports audio, video, application sharing, and content display, enabling instructors to add vitally important elements of interaction that simply cannot be provided in a text-based course. Instructors can personalize their online courses by holding live, online classes, office hours, guest lectures, webcasts, and meetings. Instructors consider personal interaction to be the most valuable element of the teaching and learning process. Wimba Classroom allows faculty and students to build relationships by combining state-of-the-art interactive technologies such as voice, video, application sharing, polling, and whiteboarding, with traditional best practices of instruction. Now, enjoy the best elements of face-to-face and online instruction as faculty and students can talk to each other, express emotion, and feel as if they’re part of a single community.
Wimba Voice allows faculty to add voice to their course with Voice Email, Voice Board, Voice Direct, Voice Recorder, Voice Presentation and Podcaster. You’ll see actual examples of how these tools are used in the online environment regardless of the Course Management System you use.
Wimba Pronto is an instant messaging system that uses text video and voice to communicate with students. The list is populated with the names in your current CMS.
Wimba Create helps faculty create content and content modules easily from within the MS Word environment.
Wimba is helping educators enhance learning, improve outcomes, and increase student retention. Find out what Wimba can do for you and your students….

Presenters

Steve Kann – Co-Founder and Senior Vice President, Engineering

Steve Kann is responsible for the research, product strategy, architecture, and development of Wimba’s Collaboration Suite of products. He is a co-founder of Wimba and chief architect of Wimba Classroom, the industry’s first virtual classroom technology to use voice-activated switching to enhance the natural flow of collaboration.

Kann received his bachelor’s degree in Engineering from The Cooper Union. He is a thought leader on open source with several published articles in security and multimedia domains. Kann also is an industry expert on eliminating barriers in information technology for people with disabilities, a key part of Section 508 of the Rehabilitation Act.

Shelley Constant

Shelley Constant taught computer courses at Barton County Community College in Kansas for over 12 years and was an Education Account Executive with Apple for 13 years. She is a former IT Director and was the owner of an education technology consulting company. Shelley has been a Regional Sales Manager for Wimba since June of 2008.

Learning Outcomes:
-Identify current trends in digital content delivery
-Gain awareness of the INTELECOM Online Resources Network as a digital content repository and how it can be used in online courses.
-Assess the potential benefit of the INTELECOM Online Resources Network at their institution.
-Understand the product features and how to access the service for a no-cost trial or actual implementation.

Biography
Gabe Zaldivar has been with INTELECOM for five years. In his capacity as Account Manager, he assists colleges and universities, as well as secondary schools and adult education programs, in the licensing and use of INTELECOM’s instructional courseware. INTELECOM is a leading producer of rich media for education and a non-profit consortium of 31 community colleges in southern California.