Video and video lectures on line

The current issue of Campus Technology magazine features an opinion piece by Amy Pate of Thunderbird University on the appropriate use of video in an on-line course. She urges instructors to consider what value video adds to a course and if video is really superior to text or still-image based content. "Adult online learners," she writes " have one common goal: learn the information as efficiently as possible. They don't want to waste their time reviewing video that is put into an online course simply to add a 'multimedia' aspect, or 'liven up' dull content."

Tools that convert powerpoint-aided lectures to multimedia are sometimes cited as the weapon of choice in the crime of "livening up. " Pate says that Tunderbird uses Tegrity, a system in use here at Columbus State to integrate video, powerpoint and instructor audio. Pate and her colleagues use it, however, with a conscious connection to their "inquiry-based method" of teaching. They use Tegrity's hot spot options and other tools to actively engage students. Pate writes:

"We give professors suggestions on how to create shorter video clips that are more effective than the 'lecture.' These suggestions include:

· Work a problem in the software application
· Draw on a white board and explain a process
· Summarize a difficult concept
· Discuss a specific point from a case, and provide some directed in-depth questions and issues for students to discuss or think about
· Summarize the key points from a case, and then give some suggestions for finding additional information

(Read the entire article)

I would like to hear from faculty at Columbus State who have used Tegrity or other video recording tools (Camtasia or streaming video). What are your guidelines for using these tools? How does it fit with your teaching philosophy? How have students responded to having content presented as video?

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