Re: [videoblogging] Re: ClassRoom Lecture VBlogging?????

Sun, 18 Dec 2005 15:56:52 -0800


On Dec 18, 2005, at 3:45 PM, Joan Khoo wrote:

I agree. I would suggest that he further categorise his lecture topics that would fit into 3-5 minute videos. I would think most students would only want to review certain aspects rather than a whole hour of a lecture. The upside of this is that it allows him greater flexibility in chopping and changing his lectures/lecture topics and have smaller videos to edit and deal with. It would be more convinient for students to download key points they want rather than a whole lecture (take up less bandwidth for shorter time). Downside is that he has many little videos to edit and post.
Just suggestions from a recently graduated, frantic note taking and filing uni student.
Joan
http://rantingsofjoan.blogspot.com





‘Course casting’ lets students listen to lectures on iPods
 By Larry Angell | 11.23.05 | iPod

Several universities across the U.S. have begun distributing lectures in digital form so students can download and listen to them on their iPods. Critics complain that the “course casting” of lectures cuts down on vital interaction with professors, and also lets students get by with cutting more classes.

“Could ivy-covered lecture halls become as obsolete as the typewriter? This fall, a dozen colleges across the country have introduced a controversial new teaching tool called course casting, aimed at supplementing—and in some cases replacing—large, impersonal lectures,” writes Newsweek’s Peg Tyre. “Although it has been around for less than a year, course casting has become as popular as a keg party on homecoming weekend. Students at Purdue University have downloaded 40,000 lectures since the start of the semester—not bad for a school with an enrollment of 38,000. Drexel, Stanford, Duke and American University have begun course-casting programs, too.”
 ————-

Well, I can comment on the value of recorded lectures as it was a major part my success at college. As a science major, there’s a lot of note taking along with the lecture, more often than not I’d miss a piece here or there. For instance, many professors draw diagrams on the board and discussing it, most of us try to get the diagram down. I used a digital record and changed my style of note taking to better utilize this tool. It works great and I will never take another course without it. As far as the comment of interaction with the professor and student, there are two aspects, first, as I mentioned, there are other things in courses, ie the diagrams, that just won’t work via a recording for obvious reasons, I never missed a day of class either, again, a science major. But, with that said, it depends on the professor, for some, all you’d need is a recording as even when you’d be in class to see if the lecture wasn’t a pre-recored, if you know what I mean; for some professors, there is NO interaction.

By kaioslider on 11.23.05 at 02:49 PM


http://www.msnbc.msn.com/id/10117475/site/newsweek/

Professor In Your Pocket
 Now course casting lets college students skip classes and download lectures onto their iPods. Biology rocks! But some parents just don’t understand.

Con:

“..Students learn an important skill when they are required to show up for a lecture: creating a schedule and sticking to it. Being in class keeps them in regular contact with professors, which, experts say, is a key to keeping dropout rates low. Lectures, too, force students to focus for long, uninterrupted stretches. Course casting might work, says Lee Knefelkamp, a professor of education at Teachers College at Columbia University, if a professor is trying to deliver facts and concepts for later regurgitation. “Students can listen to that anywhere.” But a topnotch lecture, says Knefelkamp, “should be provocative, catch you up short and make you think in ways you never have before.” Those kinds of intellectual epiphanies, she says, rarely happen at the laundromat.”

Pro:

“..But converts say course casting is an easy way to add a much-needed jolt to the large introductory courses most departments must offer to underclassmen each semester. Students “aren’t interested in absorbing every word like passive sponges,” says Richard Lucic, a computer-science professor at Duke. Weaned on fast-paced music videos and thrill-a-minute game systems, students often complain that 90-minute lectures are mind-numbingly dull. The technology makes it easier for professors to enliven lectures with guest speakers and primary-source material. Some professors actually act more like DJs than Ph.D.s, composing musical intros, adding gong sounds, jokes and other aural cues to emphasize important ideas on the digitalized version of their lectures.”




On 12/19/05, Richard Show <[EMAIL PROTECTED]> wrote:

Joe,

Depends what he wants to do.

However, if he's interested in making stuff for the world to see, like he is just interested in teaching people beyond his class, then I would strongly recommend the five minute compression route Matt suggests below. In fact, I would suggest that the professor think carefully about what is truely interesting and enjoyable in his lectures and work on editing based on the fact that most people expect short videos on the web these days ( e.g., Rocketboom is 3 minutes) ... of course, there are all sorts of cool things the professor could do with editing, but that depends on his purpose, as I said, and his passion for that sort of thing ...

If he's really interested in using video blogging in teaching and would like to contact another professor with a passion for video blogging, whose never really figured out a way to connect it with his profesoring, tell him to email me at [EMAIL PROTECTED] ...

... Richard




SPONSORED LINKS
Individual Fireant Typepad
Use

YAHOO! GROUPS LINKS






SPONSORED LINKS
Individual Fireant Typepad
Use

YAHOO! GROUPS LINKS



Reply via email to