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
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Author of three books – one is part of an Office 2013 series
Written self-graded assignments and simulations for the myITLab coursemanagement 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-quizzing2.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!