The Next Step for Use of Streaming Video in Higher Education: Didactic Models for Weblectures

The Next Step for Use of Streaming Video in Higher Education: Didactic Models for Weblectures

J.C. Winnips (University of Groningen, The Netherlands), G.J. Verheij (University of Groningen, The Netherlands) and E.M. Gommer (University of Twente, The Netherlands)
Copyright: © 2011 |Pages: 22
DOI: 10.4018/978-1-60960-800-2.ch003
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Abstract

Using streaming video for recording and playing back lectures has become a widespread extra feature for lectures in higher education. There is a wide variety in ways of recording these lectures and making them available. The main form is live lectures that are recorded with slides synchronized with the audio and video of the lecturer. These lectures are recorded, placed online via a University portal, students typically study these materials just before an examination of assignments. But many more ways of using weblectures are possible. This chapter describes 5 didactic models of using weblectures. These are: checking back attended lectures, checking back missed lectures, flexible learning, presentation skills, and re-use. The models can help to make decisions for the form in which lectures can be used, and steer technical developments.
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2 Weblectures

Throughout recent years, many forms of recording lectures have emerged, many of them helped by software companies. Leoni and Lichti (2009) found some of the most prominent tools that are currently used: Camtasia Relay (http://www.profcast.com/). These tools allow production of a wide variety of weblecture forms.

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