Lecture Capture Quest (Reflections)

I have used Lecture Capture resources (i.e., Explain Everything, Google Hangouts, Livescribe, Educreations) as a way to offer additional instructional tools for students when I am not present.  Students need to hear information or see the instructional framework multiple times, but class is only available for 90 minutes.  These free resources allow me to practice synchronous and asynchronous teaching strategies while enhancing students' learning.

In an online platform, these lecture caption resources can enhance the material and personalize the course for students.  The idea that students are interacting with the teacher virtually makes the classroom feel isolated and cold.  Lecture Caption resources provide a voice behind the computer screen.  And, if gives students to experience the personality of the teacher.  This can warm the classroom milieu quite a bit.  And, it can personalize instruction for students.

When completing a Lecture Caption resource, it requires teachers to plan out their lesson in much more details than the face-to-face setting.  When I recorded one, I had to re-record almost 6 or 7 times because I made mistakes (i.e., I may have said "um," or I didn't think fast enough, or I left out information).  When I do recordings now, I outline all the details or key ideas that I know I want to share.  I also do not make very long videos.  I break the content and information into 2-4 mins. sessions because students lose interest.  I do not try to do every concept in one video.

Here is a video I made using Google Hangout:

Here is a Screencast me doing a 2 paragraph Rhetorical Analysis:





Here is a recent video where I give oral commentary to students via my YouTube Channel:

Commercial vs. Open Virtual Classrooms (Reflections)

One area of concern should be the type of technology that the platform requires.  Adobe Connect uses Flash.  If students only have an iPad, they will not have access to that resource unless they download the necessary app that will allow them to use Flash on their Apple product.  If a teacher does not know this small detail, he/she cannot instruct the student appropriately.

Some of the programs require Java.  Java is free and can be downloaded easily, but the instructor must disseminate that information to students.

Finally, there are more synchronous options available.  Teachers would have to research options available.  It is also wise for teachers to locate, download some type of instruction handout/pdf for students to use as a future reference.  Many educators as well as college universities have put together "cheat sheets" on most synchronous resources.  The teacher simply has to find the resource and choose the one he/she likes.

When would an open source application take precedence over a commercial product?

The answer to this question is "depends."  It depends on what the teacher's purpose or function for using the open source.  Commercial products usually offer lots of options, so I am not sure when a teacher would actually need to use a free source.  Also, a teacher may use an open source if it is easier or simpler than the commercial products.  Adobe Connect, while nice in looks, is difficult in mannerisms.  Its functionality is not user friendly.  Neither is Blackboard.  So, teachers may find open sources that are simply much more user friendly than the commercial platforms.

Another challenge is security.  Open sources may not offer the tight security commercial products have.  Many times in order for companies to offer these platforms for free, the user must agree to accepting commercials and advertisers.  This could easily be a distraction to students and the learning process.  Commercial systems usually have a method for teachers to do password and username retrievals for students.  Open sources may not have that option!

Reflections on a Recorded Session - Synchronous Learning

Recording a synchronous learning session is quite challenging.   Being the only one present in the session, it is really hard to determine what problems truly avail themselves.  You have no one to speak to, so you don't know if it is difficult to hear.  You also don't know how loud or how soft to speak.

Another issue I have had with creating a synchronous learning session is that students are not actually tech savvy enough to follow through most of the time.  I use Google Hangouts, and all students have access to Google Hangouts, but they may not know how to actually join the session, even after I have provided step-by-step instructions.  Following directions is not my students' strong suit.

Traditionally when I complete a session, I do a "screen share," where visitors of the session can see my screen.  If my hair is wild, or I am in pajamas, I often don't want students to actually "see" me.  So, this means I have to be mindful of what I look like and what I am doing.  I also have to mindful of the environment (i.e., what background noises can visitors hear, what conversations in the background can they hear).

One of the best parts of using Google Hangouts for a live session is that Google will convert the session into a YouTube video.  This video allows students to playback the session if necessary, and you can embed the video in your website or LMS platform.

Finally, I am simply not comfortable enough doing a recorded synchronous learning session.  I don't do them often enough, so I am not smooth with it.  As much as I use Google, I just don't have the smoothness I would like.  It takes time and lots of practice!

I have done live discussion board sessions where I can type and post responses to questions.  This is how I offered office hours when I taught post-secondary.  I like this one better, but I think the video conferencing is more advantageous to students.  I type fast, but many students do not.  I also recommend that teachers plan the concepts they want to teach when preparing for a synchronous meeting.

Copy of my synchronous video on YouTube teaching the rhetorical analysis:

Virtual Classroom Options

Educators have lots of options when incorporating synchronous learning environments.  Here is a chart offered by Ga Virtual School to highlight some of the options.  Underneath the chart, I will provide information that teachers must consider before selecting a vendor.

I am an avid Google Apps user, so many of the products I use are associated with the Google features.  I like Google features because they are FREE, and students can use Google resources on Android and Apple products.  The one problem with Google is that you have to complete quite a bit of research when you want to know how to do something.  There are tons of YouTube videos and instructional technologists' blogs that you can visit; there is even a Google Chrome blog that will have resources for you.  But, needless to say, that can be quite time consuming.  Teachers have to put in a lot of time on the front end before they actually know how to use the product.  But, Google resources offer just about anything a paid resource can offer.

The first shocker that teachers see in this chart is that many of the products cost.  However, cost is not a factor if the school or district is doing the paying for the product.  However, if a teacher wants to incorporate these resources on his/her own accord, he/she would have to be mindful of the cost.

Another area of concern should be the type of technology that the plat form requires.  Adobe Connect uses Flash.  If students only have an iPad, they will not have access to that resource unless they download the necessary app that will allow them to use Flash on their Apple product.  If a teacher does not know this small detail, he/she cannot instruct the student appropriately.

Some of the programs require Java.  Java is free and can be downloaded easily, but the instructor must disseminate that information to students.

Finally, there are more synchronous options available.  Teachers would have to research options available.  It is also wise for teachers to locate, download some type of instruction handout/pdf for students to use as a future reference.  Many educators as well as college universities have put together "cheat sheets" on most synchronous resources.  The teacher simply has to find the resource and choose the one he/she likes.

LMS and CMS Definitions

Learning Management Systems tend to be "more robust" than Course Management Systems (CMS); however, they can both do relatively similar jobs because technology has made integration very smoothly.  Wikipedia defines an LMS as a "software application" where administrators can document, track, report and deliver electronic technology, or e-learning

An LMS can be hybrid/blended where some material is available online while other material is disseminated in the traditional classroom setting.  LMSs typically are used to augment on-campus teaching and learning.  It is an additional platform to help engage students.

The largest LMS in the education sector are Blackboard, Desire2Learn, Moodle (open source), and Instructure Canvas (gaining traction).  Typically, an LMS falls into two categories,---corporate and education--- but we are only focusing on the education category since this blog is in the context of education.

Educational Institutions have to balance several determining factors (i.e., goals, expense, purpose) when deciding if they need an LMS or a CMS.  An LMS is quite flexible and can shrink or expand as deemed necessary.  Course Management Systems are typically more narrower in scope.  An LMS can actually offer an unlimited number of options, so one can infer that the more options an educational institution wants to deliver means a larger LMS service it would have to use.

Roles and Functions in Online Learning Environments

Many schools already function with a Student Information System, or SIS.  This system often houses student records, grades, and quite a bit of personal information so teachers and parents and students and administrators can communicate with each other.

Another system is the Learning Management System.  This system helps "manage an organization and the delivery of learning material."  Currently, as a Fulton County Teacher, I can actually choose what platform I would like to use for the Learning Management System.  If my principal integrates the Google Classroom, the use of Google would streamline this process and make each teachers' delivery more uniform.  As of now, I use Edmodo, but only because Fulton County Schools "highly recommends it."  I am actually not truly required to do any of it.

Like the traditional school, a Learning Management System must have administrative staff to ensure the system runs smoothly.  LMS Administration are the administrators "responsible for the settings and roles that affect all users."  Much of this is done in a technical capacity.

Under the LMS Administration is the Instructional Administration.  These are administrators over instructional policies.  It may include and not limited to teacher accounts, tool use, course offering schedules, course teaching assignments, reporting of grades, and other data collections.

Finally, the Content Development team creates the actual "content" or curriculum that will be used on the LMS.  A number of schools actually purchase their content versus actually housing a physical team to prepare the material.

Other personnel that are equally important are teachers and organizational data analysis.  Teachers are the facilitators that actually deliver the content.  Data analysis could be one person or a team of persons to aggregate and dis-aggregate meaningful data for the organization.  In traditional school, our testing coordinator serves as the data analysis clerk.

Synchronous vs Asynchronous

Asynchronous Learning is when students can work online at their own pace and in their own time.  The teacher is a facilitator, but the teacher does not have to be online at the exact time students are.  In other words, teachers can post information and have students engage in the material when they need.

Current asynchronous learning methods include but not limited to are email, mailing lists, online discussion boards, wikis, blogs, SMS texting.  My current use of Edmodo (or Schoology) would also be considered asynchronous learning method.

See Youtube Video for more information:

Synchronous Learning refers to teachers and students engaging simultaneously via the web.  This type of interaction happens in real-time.  Examples of synchronous learning are Adobe Connect or GoToMeeting.  Video Conferencing, instant messaging, telephone and/or Skype classrooms are also synchronous learning methods.

Currently, I use Google Hangouts with my AP English Language students when one of their blogs is due.  Students receive a blog assignment two weeks before it is due.  I will offer any last minute help via Google Hangouts.  I like Google Hangouts because it is free and easy to use.  Another synchronous learning activity that I have offered is when I bring in professionals to talk to my students.  My first professional learning activity invited an attorney via FaceTime to talk with students about her career as an attorney.  

Here is a copy of my tweet to show professional learning via FaceTime.

pic.twitter.com/cHAsaFhg2F
— Angelann Stephens (@IBTenthGradeLit) October 23, 2014