1. Dr. Robin Kay UOIT – Oshawa, Canada

2. Started in 2003 6000+ Students Laptop based university Masters - Virtual

3. How many You Tube videos did you look at yesterday?You Tube videos

4. Nov 2009 1,000,000,000 visits per day Nov 2009 1,000,000,000 visits per day May 2010 2,000,000,000 visits per day May 2010 2,000,000,000 visits per day April 23,2005 - Me at the ZooMe at the Zoo Jan 2012 4,000,000,000 visits per day Jan 2012 4,000,000,000 visits per day

5. Video Clips Classroom

6. 2 -10 minutes Video Controls Web-Based

7. Jing Smooth Draw $80-100 $30-$40 Free

8. 1.Create outline for script 2.Start Jing 3.Drag over area you want to record 4.Put on Headphones + Microphone 5.Click “Capture Video” icon 6.Record & Pause 7.Stop 8.Type in name of clip 9.Click “Share” icon and wait a bit 10.Paste Web Address

9. 1. Create a clip

10.  Work in Teams (for support)  Create a practice clip and upload  Create a second clip on how to divide fractions  Post address of your clip on todaysmeet.com/VideoPodcasts todaysmeet.com/VideoPodcasts

12. What is a good quality clip?

13.  Watch Clip 1  UOIT - Surface Area (4:47)Surface Area  Watch Clip 2  Cruz - Surface Area (3:52)Surface Area  Watch Clip 3  Surface Area (5:22) Surface Area

14.  Go to kayuoitpres.wikispaces.com/kayuoitpres.wikispaces.com/  Then click on Quality of Clips

15.  Conversational style (imagine one on one)  Connect with the listener (humour / passion)  Short and sweet (less than 5 min)  Try not to be perfect  Snagit ($30)

16.  What would you like to make a clip about?  What format do you want to use?  Write a brief script  Practice  Post at todaysmeet.com/VideoPodcasts only if you liketodaysmeet.com/VideoPodcasts

17.  Go to www.screencast.com/www.screencast.com/  Login in

18. HOSTS  Screencast Screencast  2 GB free  $99 per year (25G)  YouTube  Free  Need SnagIt ($30) ORGANIZATION  Create a WikiWiki  Create a Webpage in Weebly Weebly

20. Classroom AdministrationInstructionAssignmentsFeedback

21.  Just-in-time podcasts to explain  Assignments  Homework  How to use tools

22.  Instructions for AssignmentsAssignments  Using Software (Desmos)Desmos  Homework Instructions Homework

24.  “Video instructions really help clear up the gray areas of the assignment and they provide good examples.”  “It's really good that I have the ability to review the expectations of an assignment multiple times and coming directly from my instructor”

25.  “For many of us, the type of work we are doing is new, and simple written instructions may not be sufficient to understand the technical aspect of what we have to do.”  “I can refer back to them over and over instead of bugging my professor”

26. Classroom AdministrationInstructionAssignmentsFeedback

27.  Big Picture Overview  Explanation of Concepts  Worked Examples  Flipped Classroom

28.  Big Picture Overview Big Picture Overview  Explanation of Concepts  Worked Examples (Create Your Own)Create Your Own  Flipped Classroom (Collections + TEDEd)Collections TEDEd  Student – Selection & Wiki Review  Student select best explanations in teams  Student create wiki review of unit/year

29.  Collections  mathtechtoolsuoit.wikispaces.com/Podcasts mathtechtoolsuoit.wikispaces.com/Podcasts  Worked Examples (Evaluating Functions) tinyurl.com/evc-inst3tinyurl.com/evc-inst3  Concepts (Reliability & Validity) tinyurl.com/evc-inst5tinyurl.com/evc-inst5

30.  Kay, R. H., & Kletskin, I. (2010). Evaluating the use of learning objects for improving calculus readiness. Journal of Computers in Mathematics and Science Teaching, 29(1), 87- 104.  Brief summary …  87% of students felt clips were useful  Clear, easy to follow, well explained, useful visual supports  Liked going at their own pace  Significant correlations between use of clips and changes in knowledge

31. Classroom AdministrationInstructionAssignmentsFeedback

32.  Student created videos  Explanations of how to do certain math problems  Post answers on a Wiki / Web Page

33.  Create explanation of math problem  Individual  In teams  Real world math examples  Give feedback to peers about solutions (post on Wiki)

34. Distance Education AdministrationInstructionAssignmentsFeedback

35.  Guidance (formative feedback)  Individual or team  Assignments & Tests (summative feedback)  Individual  Challenging questions on tests

36.  Kay, R. H. & Petrarca, D. (2009) Exploring the Impact of Video Feedback in Online Courses, The Fifteenth Sloan-C International Conference on Online Learning, Orlando, Florida.

37. ItemWrittenVideo Clarity of feedback3.94.5 * Level of detail in feedback3.84.6 * Paying attention to feedback3.94.4 * Feedback helped me learn3.64.5 * Feedback helped me understand3.64.2 * Feedback was more personal2.54.3 * Agreement with Feedback3.74.4 * Liked getting feedback2.63.9 * * p <.001

38. Personal  “It feels more personal – I really enjoyed it” Tone  “There were subtleties in tone and expression that would not have been otherwise understood” Quantity  “I just felt that I was provided with a lot more feedback than would be provided with written feedback” Quality  “Video feedback does provide enhanced feedback on assignments and allows the student to visually see where they lost marks on assignments.”

39. Video Clips Classroom

40. AdministrationInstructionAssignmentsFeedback

41. Dr. Robin Kay Associate Professor robin.kay@uoit.ca