Pictures are worth a thousand words. Place those pictures into an audio and video format and they’re worth the attention of millions. As we learned in the readings and videos , presenting information in an audio format can be effective for some learners and delivering information using visuals can be even more effective as students are increasingly becoming visual learners (Hoover, 2016). However, when you put the two formats together in a presentation, it delivers content in a way that is more engaging and understandable for most learners. This is valuable information to know as I prepare myself and others on this journey.
For a flipped classroom, understanding how to choose and/or create a powerful audio and video presentation is critical for the home lecture component. Prior to COVID-19, I began doing a trial run for flipped classrooms by conducting an in-class flip with my students to see how they would respond to the format of the video component. The in-class flip entailed me having students watch Khan Academy videos during their computer station time as an introduction to the topic being covered the next day in class. To remain active in the process, I required them to write down any questions they had about the concept presented and we would take part of our class time the next day to discuss those questions. The students responded very well to this implementation and I have definitely been able to see the value of utilizing this audio video format as a presentation tool. However, I have never created my own audio video presentation for my class. And, although the Khan Academy videos are great and have done a fantastic job of engaging my students in learning during their computer station time, I know that creating my own videos can be even more impactful, especially when students are at home engaging in the lecture component. Hearing my voice and/or seeing my face on the videos as I go over content can create a more personal feel to the presentation (Hennessy & Forrester, 2013) which is so important for students. To further create a more engaging and personal audio video presentation for students, I have also learned the power of using relatable audio and video clips such as speeches, songs, videos, TV shows, and movie clips in key moments throughout the presentation to enhance understanding of concepts being taught (Hoover, 2016). For the home lecture component of my flipped classroom, I believe utilizing these audio and video components along with having my students write down any questions they have about the content will be very beneficial in keeping my students actively engaged with the presentation while I am not around.
Beginning the process of finding presentation apps and tools that allow me to effectively deliver content in this manner has been very interesting and eye-opening. To begin my evaluation of various audio and video apps, I looked at the presentation apps on my EdShelf as a starting point. As I explored each of the audio and video applications to determine which would be helpful in creating powerful presentations for students to use for the home component of flipped learning, I referred to the evaluation rubric created by Harry Walker to gauge possible effectiveness. His criteria includes curriculum connection, authenticity, feedback, differentiation, user friendliness, and student motivation (Vincent, 2010). I also considered copyright concerns, ease of use, expense, publishing restrictions and other issues that might prohibit me from using the tool when deciding which may be suitable. Finally, I considered which options would work well with my district’s current G Suite products.
Possible Audio and Video Applications for Presentation
1. Screen-o-matic: this program is low cost ($20/year), easy to use, and allows the ability to record, edit, and share videos as well as record my screen or webcam and add captions, music, and voiceovers . Students can even add their own videos and ask questions. It also integrates with Google Classroom (which I currently use in my Google district) and its ability to merge with Zoom would allow me to create differentiation as I can create separate breakout rooms for students to complete different assignments. Cloud hosting is also available for easy access from any location and at any time.
2. Screen Castify: this is a free, easy to use, and secure program that allows users to record offline and annotate. It also partners with Google Classroom and allows presentations to be shared instantly with Google Drive links and YouTube upload. Finally, it operates well on Chromebooks (which my campus currently houses for students)
Debacles and Successes
This article discusses an audio and video debacle that occurred recently in Fairfax County Public Schools in Virginia as they attempted to transition to distance learning for COVID-19.
After reading both of these articles I believe that, in addition to cost, the primary qualities that I will need to use to discern which audio and video tools can be used for campus-wide integrations are ease of use, security, accessibility, and efficiency. If I am able to find affordable tools that are secure, easy to use, widely available on multiple operating systems, and able to integrate seamlessly into various platforms, I will know that those are probably good options.
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