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Thursday, August 1, 2013

Adventures with a hybrid class, Part III

This is the last of a series of three guest posts from Mary McGlasson ofChandler-Gilbert Community College. Part I describes how she came to create a set of videos for a hybrid course and Part II discusses how she holds students accountable for watching them.

PART III: How did I make the videos?
Instructors often contact me asking how I created the videos. Short answer? With LOTS of time and patience.

You see, there is no single step in the process that is terribly difficult, but each of the steps does require time. Below (click image to enlarge) is a summary version of the crash course in Digital Storytelling that I co-facilitated at our college (adapted from "Digital Storytelling Contest" website).

If you are interested, you can use this link to check out the Chandler-Gilbert workshop page – the PDF of the table below is available for download on that page, so you will have links that work (here, I used screenshots of the table, so of course the links are not “live”).

Is there anything else in the works?
At the moment, I am working on making some iBooks that follow the series — at our college, the cost to a student of a new textbook is at least as much as the tuition for the course. We've tried working with the publishers to keep costs down by going with custom books, unbound books, etc., but frankly, none of it has helped the student very much, so I am hoping to go textbook-free in the near future.  

Once the iBook is downloaded to the iPad, the student (or instructor) could watch the video offline, within the "chapter" (since connectivity is often an issue at older institutions without updated infrastructure, or at schools that block access to YouTube). The iBooks are great because they also allow me to incorporate slideshows, interactive graphs, and interactive review questions. 

I know that not every student has an iPad, and I will certainly have alternative forms of the resources available to students (the book content is really the videos, the video transcripts, illustrations that are from the videos, and review questions after each video that are in addition to the homework review), but I am hoping that this will be useful to many of our students.


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