Category Archives: Digital Content

Link: How to Prepare Professors Who Thought They’d Never Teach Online

From the Chronicle of Higher Education

“Mark Bradbury has brought along plenty of apprehension to a summer workshop here on how to teach an online course. Mr. Bradbury, who directs a master’s program in public administration at Appalachian State University, prides himself on drawing out students in his face-to-face courses and feeding off their questions and interests. He worries that he won’t be able to replicate that spirit if he’s making lecture videos and posting on discussion boards.”

http://chronicle.com/article/How-to-Prepare-Professors-Who/236873

 

 

Link: Research in Action Podcast from OSU Ecampus

OSU Ecampus has just launched Research in Action, a weekly podcast about topics and issues related to research in higher education. The podcast features a range of guest experts from colleges and universities across the country and internationally. Each Research in Action episode also has show notes and a transcript on the website.

You can find the podcast on iTunesStitcher, and Soundcloud.  There is also a websiteTwitter account (@RIA_podcast), voicemail line (541-737-1111), and email address (riapodcast@oregonstate.edu). You can also subscribe via the RSS feed. If you want monthly updates about episodes, you can add yourself to an email list on the website.

8 Characteristics of Good Online Video

video-online-learningAccording to a report published in the MERLOT Journal of Online Learning and Teaching, instructor-generated video can have a positive influence on student satisfaction with, and engagement in, online courses. But not all videos are created equal.

Research conducted by the American Academy of Neurology also reveals that “watching videos helps boost brain plasticity,” or the ability of the brain to undergo physical changes at any age. Learners who were trained to perform a particular task through videos performed better than those who learned through images and text, the researchers found—and they concluded that video has a “higher impact on the brain.”

 

Learn 8 high-impact strategies here.

Link: The Market is Sending a Message About Modalities; Are We Listening?

Online education did not develop with the intention to replace traditional education; it is a modality in response to a market need. It should be supported with infrastructure that suits the medium and the learners, which often differ from place- or “building-based” learners.

The market is pushing education to offer alternative modalities. Are we strategically planning on delivering high-quality products with exceptional service infrastructures, or are we forcing the proverbial square peg in the round hole running online options with building-based services?

Source: Dull, Charles. “The Market is Sending a Message About Modalities; Are We Listening?” evolllution. Published 8/10/2015; accessed 10/21/2015.

Link: Second Life College Campuses: A Tour of Abandoned Worlds

A survey of virtual campuses various American universities have built in Second Life, which remain accessible but are no longer in active use.

Ohio University’s campus greets you with an advertisement for its virtual worlds certification, coming in 2009. I couldn’t find any mention of this certification on the university’s website or through Google.

Hogan, Patrick. “We Took A Tour Of The Abandoned College Campuses of Second Life.” Fusion, August 13, 2015.

Link: With Increased Video Use Comes Greater Copyright Concerns For Higher Ed

Tara García Mathewson, “With increased video use comes greater copyright concerns for higher ed: From the use of stock footage to audio clips, students and faculty face intellectual property concerns” EducationDIVE, July 29, 2015.

The question for colleges and universities is what role they should be obliged to play in educating faculty and students about copyright laws in the first place. And then, as video becomes even more entrenched, what role should they play in providing a royalty-free catalog of content?

This article points to the growing challenge of using video, and other digital media, by faculty and students at U.S. colleges and universities, while following the rules so that digital content is “fairly sourced.” Institutions and private companies are seeking ways to help faculty and students find and use digital media while meeting copyright and fair use standard.