Mediasite Video Tutorials
Mediasite is the university’s lecture capture system and is managed by ODEE. Instructors can use Mediasite in several different ways. This resource page will focus on these ways instructors can use Mediasite:
– How to use the Mediasite Desktop Recording Tool and how to edit Mediasite Recordings
– How to download and upload your Zoom Recordings to Mediasite
Below are a series of video tutorials on how to use Mediasite.
Associate Professor Jay Dial believes that you learn best by doing. For the past 13 years, he has immersed the students in his MBA course, Applied Competitive Strategy, in a life changing simulation called Intopia. The course meets once a week and acts as a capstone course for the students as they bring together all the prior knowledge they have gained in their MBA experience. The students break up into teams and use the simulation that deals with the simulated production, marketing, and sales of computer chips to compete with each for the top spot.
To learn more about the simulation and it used in the class, watch the video below:
Sponsored by the New Media Consortium and the EDUCAUSE Learning Initiative, The Horizon Report provides one of the most comprehensive views of the use of technology, technology adoption, and pedagogical strategies in higher education. The report examines academic trends and cutting edge technologies that will influence the direction of education in higher education for years to come.
In the 2015 report, several academic trends and technologies are highlighted including:
Key Trends Accelerating Technology Adoption
Challenges Impeding Adoption
Developments in Educational Technology
The reports see keys trends in higher education in the area of technology adoption being:
The Carmen Quiz tool is a powerful tool that provides a great deal of back-end data that faculty can use to evaluate student’s responses, both on a global level and on individual level.
The link to the video found below will take you through the process of viewing quiz scores along with accessing an individual students quiz results. It will also show you the steps of deleting a student’s attempt on a quiz.
The use of the videos in teaching has been around since the invention of the film projector. With the advent on the internet and online videos from sources such as YouTube, iTunes, and other online outlets, the amount of videos for use has exploded.
Obviously, the question is how and why should you use video in your course?
Video has quickly become one of the primary sources by which students interact and learn about their world. YouTube is the second most searched site on the internet. College students watch online videos at three times the rate of adults.
Another reason to use online video is that it supports the flipped classroom approach to teaching, allowing students to watch videos when it most convenient to them and freeing up valuable classroom time for in-depth engagement with course concepts and materials.
The use of online videos should be closely aligned with course objectives and learning outcomes. Research on learning and student’s attention spans informs us that using videos of a short duration is much more effective than longer lecture based recordings.
Links to videos can be distributed through your learning management system (Carmen), via email, and through other methods.
Using CarmenConnect gives faculty the ability to bring in experts from around the globe. During Autumn semester, professor Bill Rives used CarmenConnect to bring Patrick Ritchie, a nationally renowned expert in personal credit management, into his course for three courses sessions.
Professor Rives said, “The students loved having access to a speaker with these experts of this caliber.”
Mr. Ritchie presented for the class sessions that week speaking on credit management along with providing his own personal insight and tips. He also took live questions.
Professor Rives would definitely use the technology again and sees it as a way to bridge the student experience from the tangible classroom to the virtual one. “It was very good because it introduced students to one of the delivery platforms for distance learning. They could envision having better control of their educational experience if this extended to other courses.”
In 2012, the Online Learning Consortium released a report based on ten years worth of data collection. The results aren’t startling, in that they report what is already evident — online learning is growing in institutions of higher education around the United States, and the world.
To provide some background, the consortium began its mission as the Sloan Consortium, providing early online educators with original research, leading-edge instruction and best-practice publications, to community-driven conferences and expert guidance. Since their beginning, the consortium has provided foundational data and research in technology enabled learning.
To summarize some of their findings, here is some of what they learned:
Over 6.7 million students were taking at least one online course during the fall 2011 term, an increase of 570,000 students over the previous year.
Thirty-two percent of higher education students now take at least one course online.
Seventy-seven percent of academic leaders rate the learning outcomes in online education as the same or superior to those in face-to-face.
For faculty wanting to bring outside expert speakers into their class, there are many challenges. Time, travel, and money can prohibit speakers from being able to even consider it. That’s where technology can become a real asset.
CarmenConnect is a university-wide online tool that operates much like other webinar systems, allowing you to share live audio and video along with computer content for a media rich experience. With these capabilities, it’s a perfect fit for bringing in external guest speakers, but it can be much more than that. It can also be used to collaborate with others, offer virtual office hours, or even to teach to remote students.
Watch this video of one instructor’s experience using CarmenConnect to bring in a guest speaker from Slovenia.
In today’s digital age in education, many faculty have questions about what materials they can use in their classrooms and online and not be in violation of copyright. While there are some gray areas in these matters, the doctrine of fair use is the most common criteria to consider when approaching the use of copyrighted material in an educational setting.
What is Fair Use?
Fair Use is the practice of using copyrighted material in a limited way that does not infringe on the copyright holder’s rights and takes into account these four core criteria:
The Purpose and Character of the the Use
Non-profit educational purposes are favored over commercial
For the purpose of criticism, commenting, news reporting and scholarship or research
The Nature of the Copyrighted Work
Using published works over unpublished works is more favorable
Generally avoid “first publication” material
Commercially published material is unlikely to be considered fair use
The Amount or Substance of the Portion Used
Using smaller portions of works is better than larger portions
Exclusive content or the “heart of the work” should be avoided
The Market Effect of the Use
Avoid any use of material that will negatively affect the marketability of the work