Last week I sent out a message focused on specific “resources for creating instructional videos,”  earlier today I received this message in my inbox.  Some of the items I found interesting in the report mentioned below related to students include:

• Students increasingly expect video to be part of their educational experience.  82% see students’ expectations for how much video should be part of their learning experience as increasing.
• Video will be a major tool in increasingly personalized learning experiences.  98% of respondents see video as having a part to play in personalized learning experiences.  98% think that interactive videos will be important to education, and anticipate self-paced curriculums.  9% of campuses are already tying video analytics deeply to student behavior and results to predict and bolster student achievement.
• Educational institutions see a high ROI for video. 91% believe video increases student satisfaction. 82% see it increasing student achievements, and 80% thinks it increases educator collaboration and professional development (80%).
• Interestingly, the farther along in the educational process an institution is, the more likely they are to see student demand for video increasing.  …while 87% of graduate schools report increasing expectations.
• 11% of institutions report that more than half their students are actively using video (rather than merely watching it passively).
• The highest rate of positive feelings, by far, is the ability of video to increase the satisfaction of students with their learning experience, as 91% believed video had a positive impact in this area.

Those interesting items related to faculty include:

• 80% of faculty… have at least some ability to use simple workflows to publish their work.
• In terms of support, 84% of faculty get at least a little training…  79% of educators… have at least some access to staff who can help them video production.
• The most frequently cited [hurdles to creating videos] were: time, money, lack of staff, lack of administrative support, need for easier-to-use tools, lack of awareness of the resources available and the value of video, and rouble making videos accessible.
• More than half of respondents (52%) report that their institutions are currently recording only up to a quarter of the classes on campus. Only 11% are recording more than half the classes on campus.
• 38% would like to record more than half the classes on campus, and 18% would like to record more than three quarters.
• 25% felt lecture capture originated with administrative demand, while 21% saw student demand as a driver.

I have attached a copy of the report below to this message (to save you time from having to download it).

Michael K. Barbour, Ph.D.
Fellow

Attachment: The_State_of_Video_in_Education_2019.pdf

From: Kaltura <Solutions@kaltura.info>
Date: Tuesday, July 9, 2019 at 8:19 AM
Subject: Your Guide to the State of Video in Education

The State of Video in Education 2019 Each year, we ask education professionals around the world how they see video being used both in and out of the classroom. This year, more than 1,400 of you shared your thoughts on how and why your organization uses video, what expectations students and staff have for video technologies, what tools and resources you need, how you approach hot topics such as accessibility and lecture capture, what you see as the future of video in education, and more. GET THE REPORT With the mission to power any video experience, Kaltura’s online video platform is deployed globally across thousands of enterprises, media companies, service providers, and educational institutions, leveraging video to teach, learn, collaborate, communicate, and entertain. To learn more visit: www.kaltura.com Stay in touch www.kaltura.com / Contact Us Copyright © 2019 Kaltura Inc. Terms of Use Privacy Policy 250 Park Avenue South, 10th Floor | New York, NY 10003

2019 08 Jul

Resources for Creating Instructional Videos

Last week the TUC Provost e-mailed me a copy of an article entitled “Raising the Bar for Academic Video.”  What I found most interesting about this article was that it described the process that one should take when working with an instructional designer to create an instructional video.  However, I would argue that faculty should undertake this process whenever they are creating any instructional video – regardless if it is a five minute screencasting video or a full production video in the green room.  Any time you are creating an instructional video, be sure to think about what you want to achieve with the video; decide if there are ways to cut the topic into multiple, shorter videos; have an outline prepared before you start recording; carefully consider the visuals (e.g., slides, the screen, whether you’ll have a video of yourself included in the video, etc.); don’t just record the video, but be sure to do some editing too; and make sure to upload it into Kaltura instead of as a file in Canvas.

I actually received the article the day before I noticed that Valencia College Faculty and Instructional Development had posted this series of videos:

• Kaltura Capture Overview – a video that outlines how to access Kaltura inside of Canvas in order to create instructional videos, how to download the new Kaltura Capture client, how to create a screencast using Kaltura Capture, and how to upload a video to Kaltura inside of Canvas
  • note that I created an instructional video that just shows just how to upload an existing video to Kaltura inside of Canvas at https://youtu.be/PJfV_viRZk4
• Requesting Captions in Kaltura – a video that outlines how to request any video uploaded toKaltura inside of Canvas is closed captioned
• Editing Captions in Kaltura – a video that outlines how to edit the closed captioning that you receive from Kaltura inside of Canvas

Now one of the good things about Kaltura is that videos that uploaded to Kaltura inside of Canvas do not count against the Canvas file size quota. Another nice thing is that if you do take the time to request the captions from Kaltura, the company claims that their captioning meets the requirements of both Section 504 of Rehabilitation Act of 1973 and Title II of the Americans With Disabilities Act (ADA).

By the way, I should have stated up front that Valencia College Faculty and Instructional Development has some great Canvas instructional videos in general.

As always, if you have any questions, feel free to reach out to me.

Michael K. Barbour, Ph.D.
Fellow

2019 25 Jun

Final Blackboard Reminder

A quick reminder to everyone that our contract with Blackboard ends at midnight Eastern on Sunday, 30 June 2019.

While the IT team at TCUS has archived all of the courses and organizations that contain student data for compliance reasons, I must once again remind faculty and staff that you do not have access to these archives.

IF YOU WANT TO HAVE ACCESS TO ANY CONTENT THAT IS CURRENTLY STORED IN BLACKBOARD, YOU MUST EXPORT THAT CONTENT YOURSELF AND SAVE IT ON YOUR COMPUTER OR IN BOX.

If you are unfamiliar with how to do this, please follow the steps outlined in the video at:

https://youtu.be/YFRCAQfe7G4

If you have any questions, please let Jim O’Connor or myself know.

Michael K. Barbour
Fellow

2019 04 Jun

Rewarding… Reflections on Completing “Designing Online Courses for Accessibility”

You know that feeling when you complete something and reflect on how rewarding it was?

Well I just finished the online canvas course titled, “Designing Online Courses for Accessibility.” I really liked it.  I took about 4 hours total to complete and taught me so much.  I loved how it was presented and the content was understandable for a topic I did not know much about.

The course looks at strategies to make online content to be both Section 504 of Rehabilitation Act of 1973 and Title II of the Americans With Disabilities Act (ADA) compliant.  Note that this does not just apply to online, hybrid, and/or blended courses.  Under federal law ALL online content that is posted in a learning management system – like Canvas – should be compliant with both ADA and 504.

If you get a chance this summer please take this course.  Debbie Millican did an amazing job and if nothing else this provided me a wonderful template on how to use Canvas to deliver a course.  Debbie is the Instructional Designer for the College of Health and Human Services Touro University, Nevada.  The course is free and self-paced online.  Enjoy…

Rolly Kali-Rai
College of Pharmacy
Touro University California

2019 20 May

Faculty Development Opportunity – Designing Online Courses for Accessibility

Good Morning All!
I wanted to bring to your attention a self-paced course that was created by Debbie Millican, an Instructional Designer for College of Health and Human Services at Touro University Nevada.

The course looks at strategies to make online content to be both Section 504 of Rehabilitation Act of 1973 and Title II of the Americans With Disabilities Act (ADA) compliant.  Note that this does not just apply to online, hybrid, and/or blended courses.  Under federal law ALL online content that is posted in a learning management system – like Canvas – should be compliant with both ADA and 504.

The course itself is self-paced, and using badges for its assessment.
Faculty can self-enroll in the course be going to:

https://touro.instructure.com/enroll/J4D6GH

If you have any questions, please let me know.

Michael K. Barbour, Ph.D.
Fellow

2019 01 May

Only Two Months Remain In Our Blackboard Contract!!!

Just a reminder that today is the first day of May.  That means that you have exactly two months left before we will no longer have access to Blackboard.

• 

A screen shot from the CILT website (see https://western.touro.edu/cilt/canvas/ )

Please note that the Canvas team – both in New York and locally – have been taking the required steps to ensure that student grades and other compliance issues have been addressed.

However, if you want to have access to your Blackboard content after 30 June 2019, YOU MUST SAVE THOSE INDIVIDUAL ITEMS OR EXPORT THE ENTIRE COURSE YOURSELF.  If you are unfamiliar with exporting a course in Blackboard, please review the first two and a half minutes on this instructional video – https://youtu.be/lKFAvoACcw8 (note that the video continues with how to import select content into a Canvas shell, which may also be useful to you).

As always, if you have any questions, please feel free to contact Jim O’Connor (jim.oconnor@tu.edu) or myself.

Michael K. Barbour
michael.barbour@tu.edu
Fellow

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