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Lightboard Design and Deployment: Creating Learning Resources Michael Paskevicius, Carl Butterworth, and Stephanie Boychuk
Centre for Innovation and Excellence in LearningVancouver Island University
• Launched at VIU in 2013• Powered by Kaltura• Hosts video, audio, and images• All data hosted on campus • Videos private by default • Integrated with local systems
• Uses VIU user accounts • Integration with LMS, blogs,
and websites• Advertisement free https://viutube.viu.ca
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Community uploads to VIUTube 2013-2015
Staff Student
Talking head video
http://www.youtube.com/watch?v=sbuetxVLCmw
http://www.youtube.com/watch?v=VVh3Ty6nZ5M
http://www.youtube.com/watch?v=NjJz85bQqdM
Classroom or lab video
http://phet.colorado.edu/en/simulation/forces-and-motion-basics
Animation/simulation video
http://videolectures.net/mit601s201_pugh_rec15/
Lecture capture video
https://www.khanacademy.org/science/biology/photosynthesis
Screencast video
https://youtu.be/43j9RcDIv14
Lightboard video
Mock Interview
https://www.youtube.com/watch?v=ZVF5SGusPH4
Taxonomy of Instructional Video Types
Step-by-step training • Steps involved in a complex or detailed process
See the un-seeable or difficult to replicate processes • Under the microscope, dissections, electrical processes
Foundational knowledge (to support flipped classroom)• Core knowledge for application and usage in class
Prompt discussion • News clips, debates, and world events
Enhancing teaching presence (particularly for fully online courses)
• Weekly check-ins, introductions
How do we identify quality in instructional video?
Quality indicators as reported by students
Sadik, A. (2015). Students’ preferences for types of video lectures: Lecture capture vs. screencasting recordings. International Journal of E-Learning & Distance Education, 30(2). Retrieved from http://www.ijede.ca/index.php/jde/article/view/941/1590
• Accessibility - Video allows the viewer to focus on areas of the screen that are relevant to the instruction at hand.
• Viewability - Production quality (audio, video, text) is sufficient to make content tolerably watchable. • Timing - Video is paced to make it easy for viewers to follow content.
Physical design
• Accuracy - Content presented without errors of fact or execution. • Completeness - Content presented in an organizing superstructure and with sufficient detail so as to
be accurately reproduced and broadly applied. • Pertinence - Content related to the instructional goal, and it had an instructional purpose.
Cognitive design
• Confidence - Narrator inspires confidence by presenting self as knowledgeable and skilled. Narrator may also inspire confidence by association with a reputable organization.
• Self-Efficacy - Video persuades viewers that they can successfully complete the tasks that are the focus of instruction.
• Engagement - Video is designed to interest and motivate users.
Affective design
Morain, M., & Swarts, J. (2012). YouTutorial: A framework for assessing instructional online video. Technical communication quarterly, 21(1), 6-24. Retrieved from http://www.tandfonline.com/doi/full/10.1080/10572252.2012.626690
Using video as a part of a teaching and learning strategyLearning outcomes• Start with the articulation of learning outcomes • What will my students be able to do after watching this video?
Teaching and learning strategy• How will the use of video enhance learning?
• Is the purpose of the video to introduce new concepts or support a class activity?
Assessment and evaluation methods • How will you know your video is effective?
• What activities or assessments can I map into the lesson in order to measure the outcome?
Wiggins, G. P., & McTighe, J. (2005). Understanding by design.
More ideas: http://www.uky.edu/celt/instructional-technology/teaching-technology/instructional-video
TedED: Instructional wrap for using video
WatchThink
Develop questions about contents of video
Dig DeeperDraw connections to real life, bridging the abstract to the concrete
DiscussAsk the larger questions in relation to the video to prompt significant discussion
http://ed.ted.com/lessons/how-stress-affects-your-brain-madhumita-murgia
http://ed.ted.com/
Current state of affairs • VIUTube (Kaltura) solved the video distribution challenge
• Ad free, private sharing, locally hosted • Problem of how to create quality and meaningful educational
video remains• Various toolsets emerging
• Video editing – iMovie, MovieMaker, Adobe Premier • Screencasting - Camtasia , Jing • Lecture capture - Video camera / Mobile phone, Swivl • Whiteboard style animations – Videoscribe • Tablet screencasting – EduCreations, Screenchomp, Adobe Voice• …and now the VIU Lightboard!
Lightboard: One approach to solving the instructional video creation challenge
Site design specifications from Northwestern University: https://sites.google.com/site/northwesternlightboard
How best could we use the Lightboard?
Some lessons learned • We are asking faculty to come with a plan, considering how the use of
the Lightboard aligns with their learning outcomes and how this will be assessed
• Videos should be planned to cover small chunks of content, clearly delineated problems, or calculations
• Don’t plan on cleaning the board during a video• Dress appropriately! • Avoid standing directly behind text and content written on the board
Future applications: Innovations Atop Video
HP5 HTML5
Kaltura – Combining media and video
Kaltura – In video polling and questions
Questions and comments
Photo Credit: anieto2k licensed under Creative Commons BY-SA
This work is licensed under a Creative Commons Attribution 4.0 International License.
Prepared by: Michael Paskevicius Learning Technologies Application DeveloperCentre for Innovation and Excellence in Learningmichael.paskevicus@viu.ca
Follow me: http://twitter.com/mpaskevi
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