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Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Resources

In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.

The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?

We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.

We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?

Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University

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Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Resources

  1. 1. Lightboard Design and Deployment: Creating Learning Resources Michael Paskevicius, Carl Butterworth, and Stephanie Boychuk Centre for Innovation and Excellence in Learning Vancouver Island University
  2. 2. • Launched at VIU in 2013 • Powered by Kaltura • Hosts video, audio, and images • All data hosted on campus • Videos private by default • Integrated with local systems • Uses VIU user accounts • Integration with LMS, blogs, and websites • Advertisement freehttps://viutube.viu.ca
  3. 3. 1792 1152 1061 521 927 1291 0 500 1000 1500 2000 2500 2013 2014 2015 Community uploads to VIUTube 2013-2015 Staff Student
  4. 4. Talking head video http://www.youtube.com/watch?v=sbuetxVLCmw http://www.youtube.com/watch?v=VVh3Ty6nZ5M http://www.youtube.com/watch?v=NjJz85bQqdM Classroom or lab video http://phet.colorado.edu/en/simulation/forces-and-motion- basics Animation/simulation video http://videolectures.net/mit601s201_pugh_rec15/ Lecture capture video https://www.khanacademy.org/science/biology/photosynthesis Screencast video https://youtu.be/43j9RcDIv14 Lightboard video Mock Interview https://www.youtube.com/watch?v=ZVF5SGusPH4
  5. 5. Taxonomy of Instructional Video Types Step-by-step training • Steps involved in a complex or detailed process See the un-seeable or difficult to replicate processes • Under the microscope, dissections, electrical processes Foundational knowledge (to support flipped classroom) • Core knowledge for application and usage in class Prompt discussion • News clips, debates, and world events Enhancing teaching presence (particularly for fully online courses) • Weekly check-ins, introductions
  6. 6. How do we identify quality in instructional video?
  7. 7. Quality indicators as reported by students Sadik, A. (2015). Students’ preferences for types of video lectures: Lecture capture vs. screencasting recordings. International Journal of E-Learning & Distance Education, 30(2). Retrieved from http://www.ijede.ca/index.php/jde/article/view/941/1590
  8. 8. • Accessibility - Video allows the viewer to focus on areas of the screen that are relevant to the instruction at hand. • Viewability - Production quality (audio, video, text) is sufficient to make content tolerably watchable. • Timing - Video is paced to make it easy for viewers to follow content. Physical design • Accuracy - Content presented without errors of fact or execution. • Completeness - Content presented in an organizing superstructure and with sufficient detail so as to be accurately reproduced and broadly applied. • Pertinence - Content related to the instructional goal, and it had an instructional purpose. Cognitive design • Confidence - Narrator inspires confidence by presenting self as knowledgeable and skilled. Narrator may also inspire confidence by association with a reputable organization. • Self-Efficacy - Video persuades viewers that they can successfully complete the tasks that are the focus of instruction. • Engagement - Video is designed to interest and motivate users. Affective design Morain, M., & Swarts, J. (2012). YouTutorial: A framework for assessing instructional online video. Technical communication quarterly, 21(1), 6-24. Retrieved from http://www.tandfonline.com/doi/full/10.1080/10572252.2012.626690
  9. 9. Using video as a part of a teaching and learning strategy Learning outcomes • Start with the articulation of learning outcomes • What will my students be able to do after watching this video? Teaching and learning strategy • How will the use of video enhance learning? • Is the purpose of the video to introduce new concepts or support a class activity? Assessment and evaluation methods • How will you know your video is effective? • What activities or assessments can I map into the lesson in order to measure the outcome? Wiggins, G. P., & McTighe, J. (2005). Understanding by design. More ideas: http://www.uky.edu/celt/instructional- technology/teaching-technology/instructional-video
  10. 10. TedED: Instructional wrap for using video Watch Think Develop questions about contents of video Dig Deeper Draw connections to real life, bridging the abstract to the concrete Discuss Ask the larger questions in relation to the video to prompt significant discussion http://ed.ted.com/lessons/how-stress-affects-your-brain-madhumita-murgia http://ed.ted.com/
  11. 11. Current state of affairs • VIUTube (Kaltura) solved the video distribution challenge • Ad free, private sharing, locally hosted • Problem of how to create quality and meaningful educational video remains • Various toolsets emerging • Video editing – iMovie, MovieMaker, Adobe Premier • Screencasting - Camtasia , Jing • Lecture capture - Video camera / Mobile phone, Swivl • Whiteboard style animations – Videoscribe • Tablet screencasting – EduCreations, Screenchomp, Adobe Voice • …and now the VIU Lightboard!
  12. 12. Lightboard: One approach to solving the instructional video creation challenge Site design specifications from Northwestern University: https://sites.google.com/site/northwesternlightboard
  13. 13. https://youtu.be/43j9RcDIv14
  14. 14. https://youtu.be/RAXva4jbM5c
  15. 15. http://bit.ly/1Y77aB3
  16. 16. https://youtu.be/eRuDGbTuuqo
  17. 17. How best could we use the Lightboard?
  18. 18. Some lessons learned • We are asking faculty to come with a plan, considering how the use of the Lightboard aligns with their learning outcomes and how this will be assessed • Videos should be planned to cover small chunks of content, clearly delineated problems, or calculations • Don’t plan on cleaning the board during a video • Dress appropriately! • Avoid standing directly behind text and content written on the board
  19. 19. Future applications: Innovations Atop Video HP5 HTML5 Kaltura – Combining media and video Kaltura – In video polling and questions
  20. 20. Questions and comments Photo Credit: anieto2k licensed under Creative Commons BY-SA
  21. 21. This work is licensed under a Creative Commons Attribution 4.0 International License. Prepared by: Michael Paskevicius Learning Technologies Application Developer Centre for Innovation and Excellence in Learning michael.paskevicus@viu.ca Follow me: http://twitter.com/mpaskevi