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Delivering Content Online

Delivering Content Online2

Content Delivery

> Traditionally, delivering content has been the cornerstone of a teacher’s

job. Transferring knowledge from teacher to student via lecture epitomized the act of teaching. However, contemporary pedagogical thinking encourages a more student-centered model characterized by an active student being the generator of knowledge. This move toward constructivist approaches is not only seen in traditional classroom spaces, but very clearly in online classroom spaces.

While today’s teachers may find their content delivery tasks to be less central, there is still complexity in the task. “The appropriate selection of instructional media to support distance learning is not intuitive and does not occur as a matter of personal preference. On the contrary, instructional media selection is a systematic sequence of qualitative processes based on sound instructional design principles” (Holden, Westfall & Gamor, 2010, p. 1).

A systematic media selection process should include consideration of several factors.

Holden, Westfall & Gamor. (2010). Instructional media selection guide. Retrieved from http://www.usdla.org/assets/pdf_files/AIMSGDL%202nd%20Edstyled_010311.pdf

How does delivering content online differ from face-to-face delivery?

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Even if you choose the perfect delivery mode, if it doesn’t suit your instructional style, it is not going to be as effective. We all have different instructional styles. Some instructors are brilliant and entertaining lecturers, others are more comfortable facilitating discussions; some instructors use a lot of visuals and others are more comfortable with text. With this said, looking at the class as a whole, are your methods of delivering content diversified or are you stuck in a rut?

INSTRUCTIONAL STYLE> >

This is the most important of the factors and may seem obvious, but it doesn’t hurt to pause and consider if the delivery method you are considering is really the best way for students to absorb the content. We can all fall into the trap of getting caught up with the latest technology. However, don’t use a medium just for the sake of using it. Step back and question whether it facilitates achievement of the objective.

OBJECTIVES

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LEARNER CONTROL & AUTONOMY

We all like choices and online learners are no different. When students are accessing material asynchronously, you may assign different content to individual students or groups. This adaptability can make content more relevant to student’s current lives and future plans. Learner control over their experience can enhance the learning process, and also enjoyment.

AFFORDABILITY

Professionally-produced videos and eLearning tutorials can be expensive to create. However, if they will stand the test of time, the investment may be worth it. When thinking about production costs, also consider if there is something already available that would serve your purpose. Frequently, content is freely accessible.

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Before selecting a particular type of media, make sure your learners have the skills and equipment to use the media effectively. For example, if you are considering using streaming video, think first whether your learners’ internet connections and hardware will support the video. YouTube or comparable videos are generally fine but if you are considering Second Life, you may want to think again.

The easier you make your content to get to, the more likely it is that students will review it. If it can be embedded in Canvas, perfect. If it takes another click, fine. But if it takes several clicks and requires a password, you may want to reconsider. Additionally, keep ADA issues in mind; can you easily create something comparable in an alternate format if needed? Finally, think about cognitive load. Often, less is more.

PRACTICALITY EASE OF USE> >

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Student-Instructor>

BackchannelA secondary, informal electronic conversation that happens in the background while someone is presenting. Instructor can monitor backchannel and answer questions. See this EDUCAUSE article about backchannels for more information.

Chatzy, TitanPad,TodaysMeet, edmodo, Padlet

ChatsChats are real-time conferences without audio or video; they are text only. Faculty can explain content via the chat with students asking questions in real time.

Canvas Chat, Simplemeet.me, TitanPad

DemonstrationInstructor shows and explains tasks. Students can replay the demonstration as many times as needed.

Zoom, Camtasia, SnagIt

Discussion BoardInstructors can facilitate discussions on a class discussion board.

Canvas Discussions, VoiceThread

EmailInstructors can encourage students to use email for questions about content, assignments, or policies.

Canvas Conversations (accessed through Inbox)

TelephoneInstructors can convey content to individual students via telephone calls.Web conferencingInstructors can communicate in real-time with video and audio via a web conference.

Canvas Conferences, Zoom, Skype, Google+Hangouts

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Student-Student>

BackchannelStudents can discuss content amongst themselves as the instructor is presenting. Instructor can monitor the discussion and intervene as needed.

Chatzy, TitanPad,TodaysMeet, edmodo, Padlet

BlogsA place on the Internet that can be used to record reflections, opinions, or facts. Students can discuss course content or collaborate for a group assignment.

Weebly, Wordpress, Blogger; Canvas Pages can display the blog.

BookmarkingTools for bookmarking web content so sites can easily be shared with others or returned to later.

Delicious, reddit

ChatsChats are real-time conferences without audio or video; they are text only. Student groups can work together or students can initiate a chat with classmates to discuss course material.

Canvas Chat, Simplemeet.me, TitanPad

Discussion BoardsStudents can facilitate discussions and reply to their classmates on a class discussion board.

Canvas Discussions, VoiceThread

EmailStudents can email classmates to discuss course content or ask questions.

Canvas Conversations (access through Inbox)

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Peer reviewsStudents work in pairs to provide a critique of a classmate’s work.

Canvas Conversations (access through Inbox), Canvas Assignment submissions, Canvas Discussions, VoiceThread

Peer teachingStudents themselves can be an instructional resource. They can lead online discussions, tutor, and do topic presentations.

Canvas Discussions, Canvas Pages, VoiceThread

Social mediaA social media site can be established for students to share and exchange information and ideas.

Facebook, Twitter, Classroom 2.0, Google+

Web conferencingStudents can communicate with each other in real-time with video and audio via a web conference.

Canvas Confer-ences, Zoom, Skype, Google+Hangouts

WikisPlace for students to collaboratively create content.

Canvas Pages, Wikipedia, Wikispaces, Google Docs

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Student-Content>

BookmarkingTools for bookmarking web content so sites can easily be shared with others or returned to later.

Pinterest, Delicious, reddit

Case StudiesStudents assess realistic problems and situations. Canvas Discussions,

Canvas GroupsDebatesProvocative topics can be explored through online debates.

Canvas Discussions, Debate.org, VoiceThread

Formative exercisesReviews such as games, crossword puzzles, and flash cards can be offered to reinforce content.

Hot Potatoes, MERLOT, Quizlet

GlossaryList of course terms generated by the instructor or by the students.

PDF handout, Canvas Pages, Wikipedia, Wikispaces, Google Docs

GraphicsGraphs, photos, drawings, charts, concept maps, timelines, and infographics can be used to explain and clarify content.

Photos –flickr, Microsoft Clip Art, thinkstockphotos.com

Drawings and charts – Paint, PowerPoint

Concept maps – Padlet, Popplet, Prezi, Mindmeister

Timelines - Tiki-Toki, Timetoast

Infographics – Easel.ly, Piktochart, Infogram

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Guest speakersPresentations from topic experts can be recorded or they can participate in synchronous class meetings.

Asynchronous – Camtasia, Zoom, Canvas Discussions

Synchronous -Canvas Chat, Canvas Conferences, Zoom

Curated –TedEd, YouTube, Khan Academy

Individual, self-paced eLearningA self-contained eLearning module or course can be created. Often they contain a compilation of resources such as text, mini-lectures, and review exercises.

PowerPoint, Adobe Captivate, SoftChalk, Articulate Studio or Storyline

Lectures5 to 10 minute presentations, with or without audio, can be provided.

Text – Canvas Pages, PDFs

Multimedia – Animoto, Explain Everything, MyBrainshark PowerPoint, Present.me, Prezi, vcasmo

ListservsAn electronic mailing list for discipline-specific content.

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Online sitesContent can be derived from vetted, discipline-specific web sites.

Links from within Canvas

ReadingsIn addition to textbooks, full-text journal articles can be provided via direct links to library databases. See this SU Library Guide.

Free or low cost texts - Flat World Knowledge, Open Stax College, CourseSmart Instructor created texts - PowerPoint, Simple Book-let, BookOnPublish

Role playingStudents take on the persona of a certain person from a real world situation.

Canvas Discussion, Canvas Chat, Canvas Conferences

SimulationImitation of a real process that may be otherwise unavailable because of cost, danger, or other feasibility problems.

MERLOT, PhET, Harvard Business Publishing

Social mediaStudents can subscribe to pertinent social media sites.

Facebook, Twitter, Class-room 2.0, Google+

Web conferencingStudents can communicate with each other in real-time with video and audio via a web conference.

Canvas Confer-ences, Skype, Zoom, Google+Hangouts

How do I choose?

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How do I choose?

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A few words about lecture>If you decide to use lecture as an instructional tool, there are some best practices you will need to incorporate. In fact, we would consider these not only “best” practices, but the only practices when preparing lectures for online delivery. Enjoy the article.

Adapting PowerPoint Lectures for Online Delivery: Best Practices by Emily A. Moore

If you use PowerPoint lectures in your face-to-face classes, you can use those same lectures as jumping-off points for creating narrated animations for your online students to watch. That’s the good news.

However, chances are you’ll need to make extensive changes — both to your existing PowerPoint slides, and to how you deliver them. Typically, this means scripting the lecture before narrating and recording it so that all information presented online is:

• As concise as possible

• Organized logically (no skipping around)

• Relevant to the important concepts you’re trying to convey (as opposed to spending equal time on minor points or details)

• Rich with stories, personal examples, and/or examples that clarify and amplify the important concepts

• Primarily visual (very little text presented on any screen)

• Broken down into separate 2-7 minute recordings, each based around a single concept

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Unfortunately, there’s no quick and easy way to adapt face-to-face lectures for effective online presentation. Simply recording yourself narrating your PowerPoints as you would in a face-to-face classroom is ineffective because the online environment differs from the classroom in several ways:

• The time and attention students are willing to spend watching a screen is much less than the time and attention they’re willing to spend watching a live human being lecturing.

• The online environment is poor at conveying information in text form (but excels at conveying information visually).

• Online students can’t ask questions in real-time—and you won’t be able to see when they’re “getting it” so that you can diverge from your standard lecture and supplement their understanding. Therefore, your presentation has to be extremely clear and explicit.

• Online students are typically much less tolerant of extraneous or confusing information presented in a recorded lecture than they are of an in-person lecture.

• Students will be accessing lecture recordings differently—and for different reasons—than they “access” face-to-face lectures. Face-to-face students come to class, listen to lecture, and leave. Online students may use lecture recordings for previewing material, as their main source of course content, or for review. They may access recordings never, once, or multiple times for any of all of these reasons.

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All of this means that you’ll need to rethink the way your existing lectures are organized, what information they contain, and how that information is conveyed. Below are best practices for converting a PowerPoint presentation for online delivery:

• Breaklonglecturesintofiveminute(orso)chunks.Studies show that online students won’t sit through hour-long lectures—so don’t create them. Instead, create a handful of smaller lecture “chunks,” each of which defines and elaborates a main concept. Chunking lectures in this way also makes it possible for online students to customize their learning by reviewing—and re-reviewing—only those concepts they’re having trouble grasping.

• Writeascriptforeachconcept. Speaking off-the-cuff may work in a classroom, but it doesn’t online. Scripting forces you to organize the presentation of your material—to make sure you don’t leave anything out or throw in anything extra. It also gives you time to think about the most effective approach to convey material in the highly visual online environment. If you decide not to write a script beforehand, be prepared to spend the same amount of time you would have spent on the script in the recording studio instead, recording and re-recording your lecture chunks (in effect, scripting your recordings during the recording process instead of beforehand.) There really is no way around the scripting step in the production of effective content optimized for online delivery; it’s “pay me now or pay me later.”

• ReworkyourPowerPointslidestoactasastoryboardforyourscript.Your PowerPoint slides should contain mostly visuals; you’ll need to reduce text to a few words per screen at most. Animations (recorded PowerPoints) are good at conveying visual information; they aren’t good at conveying text information. Any text that appears on the screen should be the “take aways” or critical notes you would expect students to take, not simply explanations or nice-to-have details.

• Timeanytextorimagesthat appear on your PowerPoint slides to display at the same time that you, the narrator, speak the text or discuss the image. Studies show that presenting text causes students to try to read it—which means they’re missing whatever the narrator happens to be saying at the same time. Learning theory also suggests that displaying images and talking about them later isn’t as effective as introducing the images at the very time you begin speaking about them.

Moore, E. (2013, January 7). Adapting PowerPoint lectures for online delivery: Best practices. Faculty Focus. Re-trieved from http://www.facultyfocus.com/articles/online-education/adapting-powerpoint-lectures-for-online-delivery-best-practices/

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Delivering Content Online

Continuing, Online, and Professional Education© 2013 Seattle University