In this module you will experiment with learning how to create a video lecture that participants can watch online for the asynchronous session of your course. This video can be: a narrated PowerPoint to present content, a talking head video to introduce a learning activity or a screen capture video demonstrating a process or teaching a tool. Then you will nee to think about some active learning activity that can be done in the synchronous section of your course that can be integrated with your video.
Active learning involves anything you do that engages learners in active thought or activity in the classroom and helps them apply learning. Talking with peers, trying out problem solving strategies, working on case studies, or completing an action plan are all examples of strategies that engage learners more deeply in the classroom. Active learning can be done online or in the synchronous classroom component using a variety of technology tools.
Each module will focus on a different aspect of the course design process and you will do this by working through a 3 step-by-step process with provided resources to help you along the way. Have a question? Post your question in the FAQ Discussion Forum.
Objectives: By the end of this module, you will have:
Decided what type of video(s) you will need to create and what content you will present via zoom (synchronous part) of your course and the online component (the asynchronous part)
Articulated possible active learning strategies that integrate and enhance with the video component, work for your topic, and can be used in either a synchronous or asynchronous online learning environment
While in small group zoom rooms (if we have enough students) you will experiment with video tools and record a few minutes of video in Kaltura Capture or ConnexEd by sharing your desktop and discuss the active learning component of the course
Step 1: Engaging Learners and Using Video Tools to Engage Learners in the Course Content
Use Zoom to share Powerpoint laying out some active learning strategies and the tools for their Zoom group meetings - short mini-lecture about videos (30 minutes)
What should be video and and what should be an activity?
Review the alignment grid exercise and answer questions
What content is best for a video (can be in the pre-, the F2F, or the post) and when should the activity be done (pre-, the F2F, or the post)
Find a tool you are comfortable to experiment with
Imagine yourself as a participant in your class. Think about the challenges you may be facing -- managing the technology, having to talk with other students in the class, time management and more.
Think about your own experiences of taking an online class, or when you participated in active learning activities
Think about the technology and software your participants might use (iphone? ipad? computer?)
These are all questions to reflect on as you think about the type of media that aligns to the needs of your learners
What type of video do you like best? What type of video aligns well to your content?
What ideas have you gleaned from browsing videos or webinars?
What kind of video do you find most appealing to watch and why?
What can instructors do to make a video more appealing?
How long can you listen to a video before losing attention? To be fair, choose a video in your area. (The Literature recommends videos be 5-10 minutes, 15 minutes max!)
Step 2: Collaborative Video Experimenting or Alignment Grid Activity Planning (60 minutes)
In this second section of the zoom session, you will have a chance to do some experimenting with video tools or have discussions about learning activities for your course in small group zoom rooms
Zoom Group Rooms: Peer Learning Experimenting & Recoding Videos or Brainstorming for Learning Activities
For this module you will do some video experimentation. Think about how you could narrate a powerpoint, walk through a process, record a discussion or brainstorming session and experiment with Kaltura or ConnexEd.
Use the Zoom Room Guide to help you work together in zoom to explore and try out video tools or brainstorm with colleagues about learning activities for your course
Pick a video tool to test out and experiment with your group or share your alignment grid with the group and brainstorm learning activities
Record a short excerpt and test out the software, how do you do it? Where does it save the file? How would you get it into your course?
For the learning activity group, brainstorm and share ideas with peers about learning activities. This breakout group will allow time to discuss ideas with peers
Additional tutorial materials are available on the Resources page
Step 3: Connect Video Content with Active Learning
Step 1: Explore different types of active learning activities Reflect on the types of activities that will help your learners use the content you are providing. For example: a case study, walk them through the process you are teaching, have them design their own action plan for the content you are teaching.
Active learning strategies in the classroom are here to stay! Instructors have integrated active learning into traditional classrooms, hybrid classrooms, online classrooms, K-12 classrooms, workshops and training, etc. So learning more about active learning will be time well spent since these are strategies that can be integrated into any type of instructional planning you are involved in.
Active learning is an especially important component of the flipped classroom and can be used to plan application, analysis, and synthesis activities in the classroom after students watch and interact with the online lectures. In this module you will view and hear about what active learning really means and why it might be a good strategy for you to use in your face-to-face classroom as part of your flipped classroom.
As you watch the videos and read through the articles, reflect on how these types of learning experiences might work in your discipline or classroom. Different disciplines have different traditions and strategies for engaging students.
Step 2: Identify activities that will work for your content Decide what type of activities you can integrate into your course that will enhance your course content. One way to think about activities is do you want learners to interact with other learners? Do you want them to interact with the content? Or do you want them to interact with the instructor?
Then upload your learning activity draft toModule 2 Assignment to receive feedback on your plan
This draft activity will help you connect your presentation of content with a way to have learners apply the content you provide. We will use this draft in the next module to help you design an engaging experience for learners