GSC Faculty Engaging Students with Rich Media, Fall 2013

In our continuing report on instructors using rich media, we offer the following news and follow-ups. All instructors worked in collaboration with GSC’s Rich Media Specialist, Steve Covello, and the GSC Instructional Design team. Rich media include videos/multimedia, social network systems, and Web tools used to enhance the teaching and learning experience. 


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Barbara Kroll-Sinclair

Barbara Kroll-Sinclair, in ENG555 – Children’s Literature, used Amazon.com’s social commenting feature in an activity for “reviewing the reviews” published for student-selected books. This provided learners with access to critical conversations about the books studied in the course from a global community of participants. Here is her feedback:

“The students shared [their contrary reviews] in discussion forum postings. Several commented on these reviews giving them a new perspective and sometimes altering their opinion. Since there is usually a diversity of opinion about books and authors that mostly goes unnoticed in discussions, having individual students look up opinions that were in opposition to their own led them to really examine their views and contrary positions.”


Julie Moser

Julie Moser

Julie Moser, in INST605 Teaching and Learning in Adulthood, used John Medina’s “Brain Rules” videos (found here: http://www.brainrules.net/about-brain-rules) as part of her course resources. She included prompts for learners to review prior to watching each video. Here is her feedback on the effect of the prompts:

 “A few students mentioned that they liked how the Brain Rules segment for the week matched the assigned readings, and the prompts definitely helped set that stage and make the connection explicit.”


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Liz Gaufrreau
(image taken from her course video trailer)

Liz Gauffreau, in CRIT502 – Connecting with Your Major, used a series of video playlists to present faculty perspectives and practioners’ approaches to informational challenges. The course also included seeking social network systems for critical discussions of topics in their major field. Here is some of Liz’ feedback:

“The faculty perspective videos resonated with students because they were impressed by the instructors’ passion. Some students disagreed with their approaches, which led to discussions about traditional education versus career-focused. Students felt the videos helped them to reach beyond the borders of the course to form a sense of community.”

Some student feedback:

[On an Informational Challenge video] “… I like how he comes right out and says he came up with a subject but wasn’t using the terminology that was currently being used. When he came full circle and put the pieces together he had advanced the subject due to his initial creative input of naming something that seemed to make sense to him rather than just using the terminology everyone else had used to that point. It obviously struck a chord and filled in a space for others.”

[On an Informational Challenge video] “I actually enjoyed his speech so much that I listened to it many times trying to pick out the parts I found to be the most enlightening to me…. I broke down a few others this way, and that helped me to pick his out of the pile! From this snippet I have started to seek him out on other internet sites and articles just to hear more of what he has to say about things!”

[On joining LinkedIn] “I actually joined two groups that I found to be of my interest, Alcohol and other Drug Treatment, and Addiction Recovery Professionals. The Alcohol and Drug field fascinates me, so I feel the majority of them were relevant both personally and professionally. When reading some of the post, I was checking each persons profile to see what their line of work was. I found most of the individuals were either in private practice, were Clinicians, and Substance Abuse Counselors. Others on the site were names of people I know of in this field, but have never met them. I am excited to have joined these groups for I feel they will be beneficial to my career.”

[On using Twitter as a search engine] “First, I have to say that I do not own a twitter account because, quite frankly, until this assignment, I thought it was useless. After all, who wants to listen to the rantings I see posted on social media? I stand corrected, Twitter is quite useful after all.”


Keri Wolfe, a new online instructor, is using Blackboard Collaborate in her HIS611 Themes in World History course to offer a guide of early maps, and to support student presentations.


Carol Granfield, in MGMT518 Human Resource Administration, and George Fryburg, in HUMN505 Introduction to Ethics, learned to make self-recorded intro videos on their laptop computers and publish them using the Kaltura Video Resource feature in each module of their courses. Carol is also using the Kaltura screen recording feature to create narrated slideshows. 


Marcelo Castro, a new online instructor, learned to make self-recorded intro videos on his smartphone and publish them in his HLTC Emerging US Healthcare System course using the Kaltura Video Resource feature.


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Rita Kondrath, in ENG500.3OL/4OL The Writing Process, learned to use the Kaltura screencapture tool and posted two demonstration videos on how to do MLA Format and Commas, Colons, and Semi-colons.


Barbara Christina, in HUMN560.C1 Elementary Spanish I, learned to use the Kaltura screencapture tool to post a demonstration video for her syllabus, and used the Kaltura Video Resource tool to post module introductions and demonstrations of Spanish speaking. Barbara is also using Blackboard Collaborate to hold synchronous orientation sessions.


Kimberly Dougherty, in ENG620 Multicultural Perspectives through Literature, learned to use the Kaltura Video Resource tool to post module introductions, and is using narrated slideshows on myBrainshark.com for tips on effective reading.


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Kathleen Smee
, in PM804 Leading Teams/PM810 Change Management & Communication, added a custom Twitter feed to her courses’ sidebar to encourage her graduate students to explore current communication on course subject matter. Students are required to post relevant tweets every week on module topics using the hashtag #pm804gsc and #pm810gsc.


Heather Geoffroy, in PSY617 Abnormal Psychology, has been using the screencapture application Jing for orientation and introduction videos, SlideShare.net for tips on writing a reflective essay, myBrainShark.com for narrated slideshows, and numerous external video and audio resources from notable publishers to use as a focus for discussion.


Are you are interested in learning more about how to use rich media in your course?

Contact Steve Covello, Rich Media Specialist through the Instructional Design Support Request form. In the meantime, take a look at this one-sheet description of what happens when we work together to brainstorm and integrate new rich media ideas into your course:

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