Lessons from Class Recording & Publishing of Eight Online Courses

Lessons from Class Recording & Publishing of Eight Online Courses

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  Workshop on e-learningin Higher Education Birzeit University, Palestine 1 Lessons Learned from Class Recording & Publishing of Eight Online Courses 6th December, 2014 Mustafa Jarrar Sina Institute, Birzeit University, Palestine [email protected] http://sina.birzeit.edu
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  2 There arean assortment of e-learning methods. Here, I introduce and explain one method, Class Recording
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  3 My OnlineCourses On Data/Knowledge/Language/Web Engineering Web Data Management, Knowledge Engineering Advanced Artificial Intelligence Artificial Intelligence Data and Process Modeling Data Integration and Open Information Systems Ontology engineering and Lexical Semantics Discrete Mathematics http://sina.birzeit.edu/student-corner/online-courses/ http://jarrar-courses.blogspot.com/2011/09/online-courses.html
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  4 Remark beforestarting! Palestinian students might be the most active (world wide) on Internet! Palestinian people love watching than reading! (Political reasons) in many cases: Israelis prevent Palestinian students from reaching classes.
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  5 At thebeginning I was worried that people would see my jokes, my mistakes, my weakness …. … but I found people enjoyed these jokes and mistakes People said this is what made my videos natural and enjoyable.
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  6 What isin it for me, the professor? I started to record the Knowledge Engineering course, (which I invented from scratch and have a passion for). Pleased with the results, I then ended up recording 7 other courses. Afterwards, I found that:  Each course came to be my product/baby (a wonderful feeling)!  Recording is a way to help my protect my teaching material.  Easiest way to prepare a lecture = watch myself last year.  Easiest way to improve my course = watch myself last year.  Easiest way to write a text book = watch myself last year.
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  7 What isin it for students? Patterns of Usage: When/Why students watch online lectures:  To watch missed lectures.  To watch before classes to prepare.  Lookup things they don’t understand.  Watch topics from prerequisite courses.  External students use it as tutorials.  Learn from lectures in the convenience of their own homes. I tried to ask students to watch the lecture before coming, so that I can go deeper in f2f classes, but they resisted, I don’t do this anymore.
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  8 What isin it for the University Promotion for the University:  Receiving emails daily from students worldwide: to thank, follow, engage, etc.  Many PhD students use video lectures as tutorials - little in YouTube are made as courses.
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  9 What isin it for the University Class Recording Quality Assurance! If I am aware that my lecture will be recorded, I’ll exhibit:  Better preparation in the topic.  Better time management.  Better preparation for the Teaching Scenario  Better teaching material/slides.  ... Among other things! Typically, people watch others’ online courses, to learn and improve their own lectures.
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  10 Many otheradvantages!!! Class Recording should be in the education ecosystem
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  11 How doesthis benefit the university? Recommendation to bootstrap the culture: Each department should start recording one of its courses every semester. In one or two years, most courses will also be recorded.
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  12 Teaching Methodsin Class Recording Recording solve-on-board classes verses illustration-oriented courses?  Be innovative in the way you prepare slides! In my Discrete Math course, questions are clearly written and projected on the board, where I then write!
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  13 Some Tipson Class Recording  Give better titles/annotations to the videos.  Brief idea of the topics at the beginning of the lecture.  Short videos (10-15, or max 20 minutes) apiece.  If students ask questions, try to repeat their questions aloud.  Avoid excessively long discussions with students.  Publish slides with the videos  Give the slides to students to take notes on them before the lecture.  Bring your full energy when teaching!!
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  14 Some Tipson Class Recording  Don't cover the slides when teaching.  Stay present in the screen all/most of the time.  Look to the camera sometimes. 40%  Video Format: Preferred file types to upload to YouTube are Quicktime (.mov) and MPEG (.mp4)  Aspect Ratio: Camera’s native aspect ratio without letter boxing (example: 16:9 video for a 16:9 camera)  Resolution: High Definition video at either 1280x720, 1920x1080, or higher. Video must be at least 1280x720 to be designated high definition within YouTube.
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  15 Issues fromEquipment Lights on face Lighting problems Much better Quality is very important, but perfection is not necessary!
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  16 Work asa team with your students Encourage best students (and train them) to help you:  One to Install the equipment.  One to operate the camera.  One to upload videos  …. But this not easy! At the beginning student will try to avoid you, but they will come to enjoy playing an active role.
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  17 Facebook Groupsfor each Course  All students are always online, quickly responses!  Sharing external knowledge!  Excellent way for discussion!  Archive of the course activities!  Students ask and reply to each other (less work for me) …
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  18 Feedback fromStudents Keep asking students their opinion during the course! Also, give a bonce question in exams
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  19 e-Learning Methodologies Stanford Model Top professors recording their many courses “Khan Academy” Model Social-oriented: People volunteer to record what they know about anything! Can we merge the two models and apply this within universities ?  Encore to record classes and contribute to the teaching process!
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  20 Finally Nothingis Magic here! Start gradually, don’t keep talking about it! Involve Students in all aspects. We need help from the Media Dept to improve recording! x . BadOffLineProfessor(x)  BadOnLineProfessor(x) To learn presentation skills in teaching, watch:
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