ENHANCING STUDENT ENGAGEMENT AND UNDERSTANDING THROUGH VIDEO LECTURES AND QUIZZING

AMY RUTLEDGE, SPECIAL INSTRUCTOR OF MANAGEMENT INFORMATION SYSTEMS

OAKLAND UNIVERSITY

ABOUT ME

• OU Alumna

• Special Instructor of Management Information Systems

• Primarily teach freshman, sophomore business students

• Office 2013 (Word, Excel, PowerPoint, Access, and computing concepts) in the context of business

• Author of three books – one is part of an Office 2013 series

• Written self-graded assignments and simulations for the myITLab course-management tool that accompanies the textbook

ABOUT YOU

• How many of you are from OU?

• Outside of OU?

• How many of you teach online classes?

• Have created video lectures?

TOPICS

• Course background

• Issues Encountered with online course

• Video lectures and quizzing

• Demo - Its easy!

• Results

COURSE BACKGROUND AND NEED

MANAGEMENT INFORMATION SYSTEMS 100

• Taught online and in person with up to 45 students each section

• Online course meets in person only for two exams

• Teaches Microsoft Office skills in the context of business

• Students assume they know the concepts

• Many struggle with Advanced Word concepts, Intermediate and Advanced Excel concepts, and many have never seen Access

FACE TO FACE MIS 100

• Up to 45 students in a computer lab classroom

• Active learning techniques applied using mini-cases

• Hands-on instruction

7

THE ONLINE COURSE FALLS SHORT

• Scores for online course homework assignments and exams were lower than those in the face-to-face courses

• Homework difference was sometimes by as much as 15% for online course

• Average was around 9% lower for online course

• Exam difference was 8% lower for online course

• That’s about a full grade!

• Some students would get frustrated (be afraid to ask questions) and give up!

THINKING THROUGH THE ISSUES

• PROBLEM:

• How do I mimic what happens in the classroom?

• Can’t have them follow along with my video – they would need two computers or would constantly be switching between screens

• Don’t want to have synchronous lectures

• PROBLEM:• If I assign just a video, how do I know they actually watched it?

• PROBLEM:• They watched the video but were they paying attention?

• Did they understand the point I was making?

SOLUTION: VIDEO WITH QUIZZING

• Issues solved –

• Engage the students – making sure they can apply the concepts

• Give them ample attempts to understand – no penalties for wrong answers – just like asking a question in the classroom

MAKING VIDEOS

VIDEOS

• Start with the end in mind

• What are the takeaways - the big ideas you want your students to learn?

• What concepts do your students struggle with the most?

• Break into bite sized pieces

• Short videos are best.

• I use the TED format – no more than 18 minutes (and depending on the concept that can be a lot too…)

• Be concise

• Write down your ideas

• Script it out – practice - then record

VIDEOS CONTINUED

• Making your first video can be daunting - Use your resources!

• Publisher resources

• Internet resources

• ELIS (Instructional support)

IT WILL NEVER BE PERFECT

• Its not a Steven Spielberg production

• Don’t spend too much time working out the ums, pauses, and mistakes.

LET’S TAKE A LOOK AT A VIDEO EXAMPLE

• Vlookup example: Moodle

• TechSmith Example: https://www.techsmith.com/tutorial-camtasia-8-quizzing-2.html

ADDING QUIZ QUESTIONS

• Write out your script and quiz questions ahead of time

• Record your video lecture

• Edit your lecture

• Add your quiz questions only after you have edited your video

• TechSmith: https://www.techsmith.com/tutorial-camtasia-8-quizzing-1.html

ADDING A VIDEO WITH QUIZZING TO MOODLE

• Let’s take a look…

THE RESULTS… THUS FAR…

EXCEL EXAM RESULTS

WHAT’S NEXT?

• Add a course overview lecture (a course software tour)

• Add all course content (Word, PPT, and Access)

• Add interactive exam reviews

• Windows 10 and Office 2016!