The pedagogical model termed “flipped classrooms” refers to a scenario where homework and lectures are reversed. Typically, students come to class to hear lectures and then go home and complete the application of that lecture (e.g., homework). In flipped classrooms, students watch a short video before coming to class, and when students come to class, they apply the lessons taught in the short video. This approach allows instructors to use time in class to build skills and for collaboration.
Educators are adopting this model anytime students watch or listen to lectures before coming to class and then do workshops in class. In one approach, teachers may actually set up a series of videos with intermittent quizzes to test knowledge acquisition. A series of videos may help to ensure that students have a certain level of knowledge before coming to class. While potentially helpful in all classes, this approach seems to have a great deal of potential for career and technical classes (CTE).
Career and technical instructors have struggled with e-learning because CTE classes demand that students spend time in workshops and laboratories to ensure they are applying theoretical knowledge. A hybrid approach seems to work well in CTE classes. Further, the flipped classroom is a technique that may help students be efficient and teachers be more effective.
In the traditional classroom, students often focus on transcribing lectures rather than understanding what is being said. A pre-class video format allows students to view the lecture material as many times as they need in order understand the material. Students that need extra time to understand material (i.e., accessibility issues) may find this approach very helpful. In addition, teachers may be able to detect errors more efficiently in this model because more class time is spent on the application of material. Collaboration and informal learning may also be facilitated in flipped classrooms.
The flipped model does require more preparatory work for both the teacher and student. Teachers must be very organized and sequential in this approach. Students must spend time viewing and reflecting on the videos before class. However, students may get frustrated if their technology equipment is slow or incapable of loading the videos (e.g., dial-up internet).
Moving the videos used in flipped classrooms to mobile devices makes this model even more attractive. Students could access lectures anytime, anywhere and just in time for training. Business and industry may actually begin to think about adopting this model for training incumbent workers. Ultimately, this model places more responsibility on students to learn material before class and affords them the opportunity to reflect on and apply this information on their own. Flipped classrooms allow students to master material rather than just being exposed to knowledge.
EDUCAUSE produces a monthly publication that seeks to identify, compile, and review new technologies that show promise in education. I describe the emerging technologies showing the most potential for education below in chronological order by year; the year 2005 through the present is covered in successive blogs. The years do not necessarily represent the year of creation but of emergence.
Social Bookmarking. Bookmarking occurs when a user saves the URL address of a Web site to a local computer. Social bookmarking takes place when a user saves a bookmark to a public Web site and “tags” each location with keywords. The ability to tag information resources with keywords and access these bookmarks through the Internet has the potential to alter how individuals find and store information. Knowing where information is found may become less important than knowing how to retrieve information using a collaborative framework designed by colleagues (EDUCAUSE, 2005a).
Clickers. Class size and human dynamics have traditionally restricted student engagement and feedback (e.g., a limited number of students dominate the interaction). Clickers help to more efficiently facilitate engagement and interaction, which can be modified to any discipline and most teaching environments (e.g., small groups or partners). A clicker is a small device that uses radio frequencies to communicate with a centralized computer in a classroom setting, such as the teacher’s or presenter’s computer (EDUCAUSE, 2005).
Podcasting/vodcasting. Podcasting describes any hardware and software amalgamation that automatically allows audio files to download to an MP3 (i.e., Motion Photographic Experts Group Audio Layer 3) player. This ability allows users to listen to or watch digital media content at their convenience. Educators can use Podcasting as an asynchrounous learning tool that students can use anywhere, anytime. If users add a video to a Podcast, then it becomes a Vodcast (EDUCAUSE, 2005c).
Wikis. Wikis are powerful tools to promote collaboration. The term “wikis” refers to Web pages that an individual can view and alter through Internet access and a Web browser. This technology supports group collaboration and asychrounous communication (EDUCAUSE, 2005d).
Video blogging. Similar to a blog, a video blog (vlog) employs video instead of text or audio. Obviously, educators can use this technology to record lectures or special announcements. In some instances, video blogs are used as an outlet for self expression or opinions (EDUCAUSE, 2005e).
Blogs. A blog is simply an online journal, and viewers of a blog can respond. The technology is similar to e-mail. Students usually employ blogs to complete assignments and for self expression. Educators use blogs to support teaching and learning, promote dialogue, and express ideas or opinions (EDUCAUSE, 2005f).
Augmented reality. Augmented Reality focuses on real space or objects and uses contextual data to expand students’ knowledge of that space or object. It differs from virtual reality in that it does not generate a simulated reality (EDUCAUSE, 2005g).
Instant Messaging. Instant Messaging (IM) allows for real-time communication through mobile computing devices or personal computers using the Internet. IM now supports communication in the form of text, audio, video, images, and other attachments. While IM has been around since the late 1990s, the functionality of IM is now ubiquitous with the advent of many new applications and mobility. Learners using IM appear to feel connected with the faculty and peers in a way that is difficult using other multimedia. Higher education has the opportunity to embrace this new medium of communication that requires little cost (EDUCAUSE, 2005h).
Collaborative Editing. Collaborative editing allows several individuals to edit a document simultaneously. In other words, this tool allows a user to edit a file or observe someone else editing the file in real time. This technology is similar to instant messaging in that changes are seen instantly, and it resembles a wiki in that all participants can delete, change, or add content. Collaborative editing provides a good platform for supporting groupwork in a distance learning environment; students can work together despite being separated by time and space (EDUCAUSE, 2005i).
File sharing is a powerful trend in Web 2.0 that facilitates collaboration. Drop.io is one of the most popular file-sharing tools despite only being a few years old (founded in 2007), and this free online service is designed for real-time collaboration and private file sharing. In 2008, Drop.io formed a partnership with Scribd, a social publishing site. In this partnership, Drop.io adopted Scribd’s iPaper viewer that allows streamlined document viewing
Attributes of a Drop
Users can create a “drop” by uploading an image, audio, video, document or other digital content. Drop.io does not require an account, email or registration to create a drop. Each drop is given a unique URL so that users have a location to access the drop. In addition, each drop also has a unique voicemail phone number for messages, a unique conference phone number for collaboration and a unique email address.
Sharing a Drop
Once a drop is created, Drop.io makes sharing the content easy with many options. The various options are presented below in the illustration. For each sharing option, Drop.io automatically sends the content via the chosen medium. For example, if email is chosen, then users only need to type the email address of recipients and do not have to access their personal email account. The SMS option allows users to send the Drop.io link as a text message. Each Drop.io site can also be shared through social networking sites, such as Twitter and Facebook. Users can capture all of the content and voicemails from the drop site with the “Zip File” option.
Creating a Drop
In this assignment, students were asked to create a Drop.io site and invite others to collaborate on the drop. In order to get started, users should first access the Drop.io website. Creating a drop requires three easy steps and is exemplified in the following illustration.
“Select Files” from your local computer and upload them.
If you would like to personalize the drop URL, then you can click in the specified area and type an extension after “http://drop.io/….” Otherwise, the URL is automatically assigned for the drop.
Click on “Create a Drop”
The next page that appears is the drop itself. The system automatically asks for an email so that a receipt can be sent of the drop’s creation. Providing this email will also allow users to edit the layout, design and parameters of the drop site. However, it is important to note that this confirmation is not required. Users can also join Drop.io, which grants them the ability to customize the drop site.
Collaborating Within a Drop
An important feature of each drop is the unique contact information that is automatically created. Each site is issued a unique voicemail so that others can leave a message on the drop site. If a user leaves a message, then it appears as an mp3 file that can be played by visitors. A unique conference phone number is also issued for each drop upon request, and this facilitates collaboration because everyone knows the point of contact. Finally, a unique email address is issued for each drop site.
Drop Potential
Drop.io is an excellent tool for peer-to-peer collaboration. The possibilities of this technology are far reaching. Students could use Drop.io to better collaborate on group projects. Faculty members and college committees could collaborate on pertinent information using this site. Businesses and industries could also use Drop.io for sharing information.
One of the most efficient ways to explain a computer process or software is through screencasting. The term “screencast” refers to a scenario when the actions on a user’s computer screen are captured. Typically, a screenshot describes a static picture of a computer screen. Similarly, a screencast is a video that captures what happens on a computer screen over a span of time, and audio is usually part of a screencast as well. The audio can take the form of a narrative voiceover from the presenter, background audio or sound from the application being demonstrated.
Screencasts are usually viewed as a stream over the Internet and can be created in a variety of formats. Screencasts provide a video of what is being discussed, and this medium helps to make online content more personal. The distribution of screencasts is easily accomplished through Web pages, email, IM and blogs.
Screencasting in Education
E-learning and distance education has quickly embraced screencasting. Screencasts offer several advantages for e-learning. First, faculty members can present learning resources to students that can be accessed anytime from any location that has access to the Web. Second, students can view screencasts at their own pace, which facilitates self-directed learning. Third, this technology helps promote a sense of engagement between students and teachers.
Screencasts can also help enhance evaluations of student work. Teachers can use a screencast to describe why certain errors are being marked and give suggestions. Faculty members can also use this technology for remediation. For example, if several math students had an issue on a specific problem, then the teacher could demonstrate how to work the problem through a screencast.
How Do You Make a Screencast?
In order to capture the activity on a computer screen, special software is often required, but new Web 2.0 technologies allow screencast to be recorded over the Web. Once software is installed or the Web 2.0 site is accessed, creating a screencast is as easy as selecting the “record” button and speaking in a microphone connected to the computer. Once users select “record,” all the actions taking place on the screen are captured and the audio is synced with these actions.
After a recording session is over, many software applications allow users to edit the resulting video. In addition, some screencasting software permits additional graphics and text to be added during the editing phase. For example, closed captioning could be added to the screencast, which would help with accessibility. Once in the production phase, screencast can usually be saved in a variety of formats (e.g., flv, mpg or mp4).
How Do You Watch a Screencast?
Viewing a screencast is easy. The only requirement is that the appropriate viewer should be installed on a computer to watch the format in question. Because most screencasts are viewed on the Web, basic media players and a Web browser are all that is needed. Windows Media Player, Flash and QuickTime are probably the most popular formats for screencasts. While videos can be streamed over the Web, users can also download videos and watch them at their convenience. For example, users could view a downloaded video on a portable device such as a mobile phone or iTouch.
For this assignment, I chose to use Jing to produce a video. Jing is a free software download that is offered by TechSmith, which also owns Camtasia (a more robust screen capture software that cost money). Jing allows users to take a picture of the computer screen, record video of the screen and instantly share the captured content. Once Jing is downloaded and installed a small, transparent icon stays on the perimeter of the screen.
In order to make a capture, users simply select the icon, draw the size of the capture area and select “Capture an Image” or “Capture a Video.” If video is chosen, then users can speak into a microphone connected to the computer while the capture is taking place. The free version of Jing captures video in a flash format (i.e., swf), but for $15 a year users can upgrade to pro, which allows users to record videos in an mp4 format.
Jing can be shared in a variety of ways. When users download Jing, they are automatically given free space on TechSmith’s server, and videos can be stored on this server, which is called screencast.com (this site gives users 2 GB of free storage space). Videos can be uploaded to screencast.com and this link can be sent to friends. Videos can be saved as a file or uploaded to a FTP server to be put on a Website. Jing videos can also be sent to Twitter. Below is a video that I made with Jing on a Web 2.0 technology called Planning Center Online:
Does Screencasting Have Important Implications?
One major implication of screencasting is that students can watch a lesson anytime, anywhere. In addition, students have complete control of the lesson, which means they can repeat material or skip ahead as needed. Teachers have the ability to craft concise and clear lessons because each screencast can be edited. Students can also use screencasting in a variety of ways, from creating an electronic portfolio to offering feedback on assignments.
Disadvantages of Screencasting?
Effective screencasts do require an eye for production and editing does take time. In addition, not all students learn well from video, which stems from their preferred learning style. Perhaps the biggest issue with screencasting is that it is not interactive.
Advantages of Screencasting?
Screencasting offers a great deal of accessibility to students with aural impairments and students that have a hard time traveling. In addition, students that miss class or a lesson could view a lesson via a screencast. Screencast also provide a lesson that is stable and consistent. This might be an important feature for those that routinely train workers on similar computer-based tasks. Screencasts are easy to make, and this tool offers teachers another way to communicate content to students.
Web 2.0 has only been on the technology scene for a few years, since around 2004. However, this new body of Web applications has transformed the way people interact with the Internet and each other. The focus of IT 780, Seminar in Instructional Technology was to expose students to current Web 2.0 applications. In addition, Dr. Yuen insured that students were immersed in the practical employment of these tools rather than just studying about them.
Content within the first generation of the Web was developed for communication and information sharing, and usually an individual or group created these Web sites. Web 2.0 differs in that it is based on interactivity and collaboration, and users develop these new applications. The genesis of Web 2.0 has given rise to the popularity of social media, which I will discuss in five broad categories: communication, collaboration, multimedia, reviews, and entertainment.
Communication tools (e.g., blogs, microblogs and social networking systems) have garnered the most attention among all Web 2.0 tools. Most notably, social networking systems (SNS) are immensely popular. For example, Facebook would be the third most populated country in the world if compared to existing countries. Dr. Yuen covered communication tools in four ways. First, the IT 780 class was primarily taught through Ning, which is a SNS. Second, we had reading assignments that presented research on SNS, and each member of the class had to create a Ning Web site designed to teach a class. Third, going a step beyond normal Web site creation, Dr. Yuen assigned a project that asked each student to generate an original mobile Web site. Fourth, the blogfolio that you are now reading serves as an example of a Web 2.0 communication tool, and this blog represents the final project for the IT 780 class.
Collaborative tools allow groups of people to accomplish projects together and include such items as social bookmarking, wikis and news. Social bookmarking allows users to bookmark Web sites, tag each site with keywords and save the bookmarks to a public Web site. A wiki is simply a Web page that can be edited and viewed by anyone with an Internet connection and a Web browser. One of the reading assignments for IT 780 focused on social bookmarking. Also, the IT 780 class was divided into small groups, and each group was responsible for creating and designing a wiki. The development of the wiki was informed by two reading assignments on wikis that were given by Dr. Yuen.
A myriad of Web 2.0 applications have been produced for multimedia, which includes photos, videos, audio, livecasts and presentations. Flickr and Picasa represent Web 2.0 tools designed for photos and graphics, and podcasting represents an example of an audio application. In fact, one of the reading assignments and a project for IT 780 focused on podcasting, including the creation of an RSS feed. Dr. Yuen also assigned a project that employed the use of an online presentation tool, Slideshare. This presentation tool allowed each student to upload and share Adobe PDFs, Word documents and PowerPoint presentations online. I underestimated how many individuals would view this site. For example, I uploaded two presentations, and both of them have over 700 views in just a couple months. Obviously, the potential of such devices is enormous.
Dr. Yuen also asked the class to read an article that gave a general overview of Web 2.0 technologies. This article addressed many of the applications mentioned above. The focus of the IT 780 class was to expose students to Web 2.0 tools, specifically as it related to education. In light of this exposure to Web 2.0 technologies, Dr. Yuen asked each member of the class to make a presentation on a Web 2.0 technology that he or she found useful. Therefore, we did not spend a great deal of time on Web 2.0 applications designed for reviews (e.g., products, business or community) or entertainment (games, platforms or virtual worlds). However, these tools were mentioned in various class discussions.
IT 780 has been an incredible adventure of discovery in the Web 2.0 world. As Dr. Yuen says, many technologists read or talk about these applications but never immerse themselves in the tools. This class forced students to gain a functional knowledge of Web 2.0 tools. As a result, I feel prepared to discuss current Web 2.0 technologies with authority. In addition, exposure to these technologies has been a catalyst for personal and professional change. For example, I will certainly change several approaches in teaching and learning as a result of this course. When a class motivates one to make life changes and challenges previously held beliefs, then I would argue that it has been a great success. IT 780 is certainly in this mold.
Web 2.0 was designed to encourage social collaboration, user-centered design and interoperability. An overwhelming number of applications have been developed in association with Web 2.0. In the midst of this social media, individuals can become overwhelmed with the options and inundation of information. This technological flood can, at times, send users into overload. Prioritizing what is important and urgent is an essential skill in using Web 2.0.
Interestingly, Web 2.0 enthusiasts have recognized this issue and created applications that assist users in filtering and prioritizing information. Aggregators represent a genre of Web 2.0 tools that accomplish this task. There are a number of aggregators available, but I would like to discuss Netvibes as a representative example from this group. In addition, one of the assignments from IT 780 was to present on a Web 2.0 tool, and I chose Netvibes as the tool on which I would present.
The term “aggregate” simply means to gather into a whole. Web 2.0 aggregation, therefore, can be seen as an application that gathers pertinent information from various sources into one place (i.e., Web site). An analogy to aggregation can be illustrated by the evolution of sandwich making. Before 1916, if someone wanted to make a normal sandwich, then they would need to go to the baker for bread, butcher for meat and, perhaps, a number of farmers to get fresh vegetables (e.g., lettuce or tomatoes). However, Piggly Wiggly became the first self-service grocery store in 1916, and sandwich connoisseurs could gather all the needed ingredients for a sandwich in one location. Similarly, aggregators allow users to gather all desired Web-based content in one location.
Netvibes offers a number of widgets and tools to facilitate this gathering of information. First, users create a custom home page with widgets that can be accessed from any location with Internet access. This allows users to always have access to their Netvibes home page. The application centralizes content. Live data can be added to the home page, such as stocks, email, weather or headlines. Social networking sites (SNS), such as Facebook or Twitter, can also be added to the home page. RSS and Atom feeds are also supported by Netvibes. In fact, users can embed another website within their Netvibes home page.
As mentioned earlier, a number of aggregators exist, but Netvibes offers several competitive features. SNS integration is a crucial component of Netvibes. In addition, Netvibes updates in real-time, so information is always current. There is a great deal of flexibility within Netvibes, including multiple page and tab creation. Bloglines, Google reader plus iGoogle, My Yahoo! and Pageflakes are additional aggregators. In my opinion, Netvibes, Pagefalkes and iGoogle are the three best aggregators currently on the market.
The genesis of the term “podcasting” derived from Apple’s iPod, which allows users to download audio files from their computer directly to their portable digital audio player. Since the inception of this concept, the term is no longer limited to iPods, rather it refers to any portable digital audio player. This scenario gives listeners complete control over where and when they listen to an audio file. The audio content is quite often sent directly to the MP3 player (i.e., general term for portable digital audio player) through the Internet’s Real Simple Syndication (RSS).
Who’s doing podcasting?
A major attraction of podcasting is the ease with which audio files can be downloaded, distributed, and even created. This allows almost anyone with an Internet connection to participate in podcasting, either as a contributor and/or a user. Colleges are posting content on their own site and on hosting sites such as iTunes U. Professional radio shows and broadcasters are distributing their content via podcasting. In addition, beginners are posting their content in a number of places ranging from iTunes, to Facebook, to blogs.
How does podcasting work?
The basis of podcasting derives from RSS feeds. All a user needs to do is “subscribe” to a podcast, and the site’s RSS feed will send the content to the user’s music player of choice (e.g., iTunes or Windows Media Player). The RSS feed “pushes” the audio content from the original source automatically to the user’s computer and/or MP3 player. A normal computer contains all of the tools necessary to produce a podcast. Podcasting allows enthusiast to publish audio content directly to the Web in an easy manner.
Please see the post below for a more detailed description
Why is podcasting significant?
Portability. Podcasting allows learners to access content anywhere, anytime. A large majority of the American population has an MP3 player of some type or a smart phone that supports audio files. All of the tools necessary to use, implement, and create podcasts are inexpensive and user friendly.
What are the negatives?
The most visible drawback to podcasting is adequate bandwidth to download and upload the podcast content. In addition, podcasting does not allow for two-way communication. A different podcast can be made in response, but real-time communication is not possible. Still further, the medium of audio content is not accessible by the hearing impaired. The last negative is derived from the ability of almost anyone to produce a podcast. This creates the potential for low-quality recordings.
What are the possibilities?
The potential of podcasting is enormous. A huge number of educators have already tapped into this rich resource. ID3 tags (see post below if you don’t know this term) help to index and categorize audio files. Podcasting uses range from explaining material all the way to meeting the needs of a student that was absent from class.
What are the implications for students and teachers?
Most students already own and are familiar with MP3 players or a smart phone. Podcasting allows students tap into this resource for educational purposes. Through podcasting, students have access to leading professionals through recorded interviews, an unlimited number of explanations (repeated listening), and missed lectures. Teachers and students can share content easily and at a minimal expense.
Podcasting has exploded on the scene in recent years in relationship to entertainment, information, and education. I have been interested in delving into this issue for some time, but I haven’t really been provided with a catalyst that would help launch a journey into podcasting. Obviously, I was really excited when I discovered that podcasting was one of our assignments in IT 780.
I have learned a great deal from this assignment. I will discuss the technical issues in this blog, and then I will post a subsequent blog that discusses the current use and potential of podcasting in education.
For this assignment, I created a short enhanced audio file, and if you click the pig below, then you can watch this show.
The foundational assignment for this podcast was straightforward and easy. Each student was asked to create an audio podcast and create an RSS feed so that others could “subscribe” to the podcast. I was able to accomplish this task. However, I wanted to create a podcast that included to specific elements, both of which I struggled to achieve. First, I wanted each of the podcast to display album art when the podcast was playing. Second, I wanted to create an enhanced audio file that functioned like a presentation without the large size. I wanted this enhanced audio file to automatically display the slides in the album art area of iTunes. This idea is certainly not new or original, but I have never created a podcast of this nature.
The audio file could be recorded and mixed using the software of our choice, and Dr. Yuen recommended using Audacity. Next, we needed to create an “xml” file that would “push” the audio file to our subscribers. The third step in the process was to upload the audio file and the xml file to a host server from which subscribers could download content. The final step was to invite others to subscribe to the RSS feed, using iTunes or a similar player. Here is the link to my RSS feed: http://ocean.otr.usm.edu/~w319528/podcast/it780_rss.xml
ID3?
Everything worked fine, except the album art. After a great deal of experimentation, I finally realized that the album art must be included in the ID3 tag of the audio file. So what is an ID3 tag? The easiest way is to consider it “data about the data.” In other words, an ID3 tag carries data about the file to which it is attached. If you’ve ever wondered “How does my computer automatically know the artist, title, album of this song I just downloaded?,” then here is your answer-ID3 tags. In addition, the ID3 tag also carries the album art. This seems quite logical in hindsight, but before understanding this simple concept, I was completely lost.
Most frequent iTunes users know that you can add album art to a song after the fact. However, by including the album art in the ID3 tag, the art will actually become a part of the file. This ensures that the art will automatically present itself when anyone subscribes to an RSS feed and downloads an audio file. In order to accomplish my desire to include album art, I actually used Garage Band to accomplish this task because it offered an easy way to edit the ID3 tags of each file, while editing.
How do I enable anyone to subscribe to my feed within iTunes?
This obstacle is actually solved within iTunes. After you create a podcast, check to ensure that you can successfully subscribe to the RSS feed within iTunes. You accomplish this by click “Advanced,” click “Subscribe to Podcast,” insert the url of the xml file.
If you want other folks to be able to search for your podcast, then you must submit the podcast to the Podcast Directory. This can be found near the top of the menu bar in iTunes or on the bottom right corner of iTunes if you have selected “Podcasts” under the Library options on the left. Once you go the podcast store, look for the link entitled “Submit a Podcast;” it’s on the top right. When you submit your podcast to iTunes, you will be asked to include artwork to represent this channel. The iTunes Gestapo will review your files and post the content to the world, usually within a week. Once you do this, anyone can subscribe to your feed within iTunes.
How do I create an enhanced podcast?
The term “enhanced podcast” simply refers to an audio file that can display images simultaneously with the audio. THe most simple way I’ve found to do this is through GarageBand. The process of editing and manipulating the audio content is similar to other audio editing software, such as Audacity. Similarly, the process of adding image is just as easy and straightforward. All the you have to do is drag and drop the image above the audio content in place the you desire, and the image below illustrates this process.
All in all, I have learned a great deal from this project and look forward to producing many more podcasts.
Jonathan Woodward is the Executive Vice President of Teaching & Learning and Community Campus at Mississippi Gulf Coast Community College. He also serves as the Worship Leader at Crosspoint Church. This blog was created as part of his Ph.D. work in Higher Education Administration.
Tech Pulse of Higher Education 