1 / 10 How to create and use online video content to benefit student learning TILT seminar, 9/25/2007 David G. Alciatore, PhD, PE (“Dr. Dave”) Mechanical Engineering

2 / 10 Presentation Outline Example online video demonstrations Instructional benefit of online video demonstrations How to find video content Posting resources in and outside of RamCT Demo of video capture, edit, production, post (time permitting)

3 / 10 Example video demos used in class video_demos.colostate.edu –selected “Hall of Fame” clips –Mechatronics clips and example student project –Camtasia MathCad demo (under “Mathematics”) high_speed_video.colostate.edu –equipment –selected “Hall of Fame” clips

4 / 10 Instructional benefit of online video demonstrations Students get excited about videos in class. –can be fun and interesting. –change of pace (and delivery mechanism) is good Clips can provide concrete, real-world examples –students can relate to these Students can view the demonstrations as often as they like –the clips are available on the Internet Clips can provide “access” to equipment and hardware not readily available or safe for in-class use. –a video clip can serve as a time and cost effective alternative (but not substitute) for a field trip or lab work.

5 / 10 Instructional benefit of online video demonstrations Live in-class demonstrations have their disadvantages. –things might not work properly –things can break or get “lost” –it can be difficult or inconvenient to obtain and/or transport the materials and equipment. Past student project demonstrations can be captured for future students to see. Demonstrations can be projected onto a large screen for the whole class to see. Super slow-motion reveals hidden physics –you can see phenomenon and interactions not normally visible to the human eye. –this creates excitement (a feeling of discovery)

6 / 10 How to find video content YouTube: (great resource) –Examples: Tacoma Narrows Bridge, Ford Pinto exploding, human slingshot –See fun stuff in Miscellaneous video_demos –WARNING: YouTube can be an addicting time-sink Google search –Example: “physics video demonstrations”

7 / 10 Example course website (RamCT for quizzes only) –See “course website” and “lecture resources” –See Student View in RamCT –See quiz 2 as example (in Build view) –Online database-driven quizzes Custom question and value selection for each student Encourages class attendance and reading Automated grading, instant feedback Despite course policies, students still “work together”

8 / 10 RamCT vs. non-RamCT online content Non-RamCT: Don’t need to learn advanced RamCT Dreamweaver basics are easy File management more straightforward (with college support) Offline presentation easier (copy website locally) Accessible to all Useful for non course stuff (research results, publications, book websites, etc.) RamCT is sometimes cumbersome and slow RamCT: Auto class roster Grade posting (with auto stats and plots) Grade recording (required as of F ’07) Great tools: online quiz, assignments, chat, organized content, discussion, etc.! Auto organization and layout Protected content

9 / 10 More Demos / Q&A / Discussion Pinnacle Studio (free alternative: Windows MovieMaker) –digital video editing and production YouTube –video posting and embedding Camtasia (~$140) –narrated computer demos Dreamweaver –web content editing (easy with edit of any “Save-As template”)

10 / 10 Thank you for coming URLs: –video_demos.colostate.edu –high_speed_video.colostate.edu –