Moving Mountains through Active Participation and Engagement

Concurrent Session 5
Blended

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Brief Abstract

Getting faculty and students to break away from a technological tool that no longer serves as a bridge point to support student learning and facilitation can be a difficult transition. And through another’s eyes, it may well appear as a massive and seemingly impossible goal for teaching and learning with technology. It doesn't have to be, and while there is obviously work to be done, it's easy to achieve harmony through the use of new technology to support a sustainable learning environment for students.

Presenters

I am the Program Coordinator for the Learning Environments team at Aims Community College. I earned my Bachelor of Arts in Technical Communication and Art from the MSU of Denver, and my Masters of Science in Education with an emphasis in Online Teaching and Technology from Boise State University. My time in the field of higher education includes over five years of administration, ten years of teaching in online classrooms, and twenty years serving faculty and students through instructional design, and training support. My passion for education is endless. I enjoy consulting and collaborating with faculty, staff, and students. I enjoy the ability to share quality assurance (QA) practices within various learning environments, online course development, and faculty development. My research and interests include instructional strategies for QA, effective course design, learner centered interaction, and process improvement. Outside of work I enjoy the gym, hiking, bicycling, and motorcycle riding.

Extended Abstract

Richard E, Mayer published Multimedia Learning, in 2001. Essentially, here is where he determined that the brain dynamically selects and organizes words, pictures, and auditory information to produce logical mental constructs. (L. David, 2015). From this idea, may we also presume that students could learn more efficiently when engaged in a video presentation? Getting educators to adopt and adapt to this idea can be like moving mountains and regardless of the discipline. Traditionally the use of video as an alternative assessment method can be challenging to put into practice, and capturing and editing the video has been known to be equally arduous. Here’s a secret: it’s doesn’t have to be.  Cheryl Comstock and Julio Trevino from Aims Community College will share how their college and team successfully implemented a new media solution for their students and faculty, and the educational successes that have resulted from this new system.

Introduction: We will discuss our team and college's urgency to transition towards finding a new media solution (TechSmith Relay) on our campuses. We will discuss our process and progress through the vetting and agreeing to find a new solution, to implementation and usage of the tool.

Discussion: We’ll discuss how quickly users are able to adopt and start applying TS Relay into the classroom and why it’s an important tool to our faculty and students learning and achievement. We will share examples from within the online platform and uses in the classroom.

Demonstration: Participants will identify how to set up accounts and get users involved in creating, engaging, sharing, and archiving video and audio content in their classrooms.

Innovation: participants will see examples videos and applications for use in the classroom, construct a quick 1-2-minute video to share in groups and share back thoughts and experiences during the demonstration.

A final discussion will allow attendees to evaluate how students are impacted, how faculty and staff can support each other through general and classroom use. Dialogue will also emphasize on the relationships and interactions between faculty to student, student to student, and content to student.

 

Reference:

David L, "Cognitive Theory of Multimedia Learning (Mayer)," in Learning Theories, September 10, 2015, https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html.