When incorporating video into instruction, one must ask the question, “Why?” before implementing cumbersome tasks (such as finding or producing online videos) placed at the feet of instructors. Yet, it is my contention that most courses could be well-served by offering multimedia presentations – particularly video.
Video and audio content is even more crucial for entirely text-based courses that are offered exclusively online. There is a greater sense of location and connection when students can hear the voices (and/or faces) of their instructor and peers. The instructor in particular sets up a tone when students can respond to body language, voice inflection and any visual aids that might be offered in an online video.
Reta Chaffee, whom I work with, was mentioning the possibility of “lecturettes” created for courses online, but these also could be divided up into segments that would spark discussion. As educators in the past sparked discussion with “trigger films” discussion boards could be much richer if responses began to incorporate audio and video as well as the initial thread content. These responses are easy enough to produce. By using something as basic as sound recorder – which is built into windows operating systems – students could speak their comments to the class and give a whole new dimension to the discussions.
These trigger films might be incorporated from existing files on You Tube or other internet sites, but could also be posted by instructors and students. You Tube is extremely easy to use. Additionally, Windows Movie Maker is included in Windows XP machines and Apple machines are even more video ready.
Here is a sample of how You Tube could look from within LMS such as Blackboard.
Click here to answer the Zoology 101 question of the day, “Why were so many Jellyfish present in Boston Harbor this past summer?”
To sum up this beginning blog thread, multimedia content could be justified in an instructional context through the development of “trigger films” for each class session. Discuss!
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