I-LOOM-inate Your Class: Using Video Technology to Enhance Students' Experiences
Concurrent Session 4
This presentation is geared for anyone desiring to utilize personalized video technology to enhance classes. Video technology can be utilized to expand upon course content, clarify assignment requirements, and provide feedback on assignments. Presenters will demonstrate the use of Loom and will share examples of how it can be used.
Video technology is widely used to enhance classes offered online. However, creative methods for utilizing and implementing video technology in the online setting as well as in the traditional classroom setting continue to be explored. When videos are implemented in online classes, student perceive this to be valuable, grades are positively influenced, and students participate more often and provide more detailed posts in the discussion forum (Draus, Curran, & Trempus, 2014). Therefore, the presenters believe traditional as well as online modalities can benefit from the use of video technology. Video technology has been utilized in their classes to enhance student experience, provide additional information related to course content, and to provide feedback on graded assignments. Three presenters from various disciplines will share uses of Loom video technology in traditional and online modalities. Loom was selected by the presenters due to the fact that the instructors’ head was visible in a circle in the bottom left corner of the screen. Guo, Kim, and Rubin (2014) noted that short, informal, talking-head videos are more engaging than high quality pre-recorded lectures. During the workshop, time will be provided to create a free Loom account and features of this particular type of video technology will be briefly discussed. In addition, each presenter will share specific examples of how this technology has been implemented into their classes. Student feedback related to video technology will also be included.
Draus, P. J., Curran, M. J., & Trempus, M. S. (2014). The Influence of Instructor-Generated Video Content on Student Satisfaction with and Engagement in Asynchronous Online Classes. Journal of Online Learning & Teaching, 10(2), 240-254.
Guo P. J., Kim J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning @ scale conference (L@S '14). ACM, New York, NY, USA, 41-50. DOI=http://dx.doi.org/10.1145/2556325.2566239