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Using Tablet Technology to Create Effective Online Videos

Ryan Baltrip (Southern Baptist Theological Seminary, USA)
Brian Renshaw (Southern Baptist Theological Seminary, USA)
Session Information
October 15, 2015 - 2:30pm
Learning Effectiveness
Major Emphasis of Presentation: 
Practical Application
Major Emphasis of Presentation: 
Theory/Conceptual Framework
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Information Session
Southern Hemisphere V
Session Duration: 
45 Minutes
Concurrent Session 8
Virtual Session

In this session, discover how tablet technology can be utilized together with an overlooked pedagogical approach to create effective online learning videos.

Extended Abstract

Online learning videos can be boring. Even though advances in technology make producing online videos easier than ever, they often suffer the same fate as many classroom lectures. In many online classes, students may watch hour upon hour of online video of a professor merely lecturing in a classroom or just reading through a PowerPoint presentation. Yet online learning videos do not have to suffer from a top-down pedagogical approach where professors merely deliver predigested thoughts to students. Rather than running through a list of facts, data, and information, online learning videos can utilize a pedagogical approach called narrative cognitive modeling that helps students follow the flow and development of information in a visually appealing, effective way. These types of online learning videos take students on a journey of learning and allow them to walk alongside the professor as they discover and grow in knowledge. Better yet, advances in tablet technology have made it easier than ever before to create online videos that implement cognitive modeling as their pedagogical practice.

In this session, we will:
a) discuss how utilizing a narrative cognitive modeling approach in online videos can improve student learning,
b) highlight the steps for how tablet technology can be harnessed to produce these types of online learning videos,
c) demonstrate the technology/pedagogical approach live during the presentation,
d) examine how a narrative cognitive modeling approach in online video production can be used in various academic disciplines, and
e) outline a process for how to equip faculty to use the technology and pedagogical approach discussed during this session when creating their online learning videos.

***NOTE: We are open to doing this presentation as either an information session (preference 1) or a discovery session (preference 2). Thanks for your consideration.***