Recording Lecture Content
Here are a few media styles for you to consider as you plan, develop, and record your multimedia online materials. For DIY media recordings, the WSB Mobile Studio is the recommended hardware configuration, with a few exceptions.
Key Metrics to Consider
Transitioning or creating your online course requires different strategies for teaching and learning than face-to-face.
The best-known and most researched approach to designing online learning experiences is the “Community of Inquiry” theoretical framework. Creating an online education course involves creating learning experiences in three interdependent elements: social, cognitive, and teaching presence. (Garrison, Anderson & Archer, 2001) For extensive and in-depth information on designing and teaching an online course see the Design + Teach + Engage: Online Course Design & Teaching site.
As you transition a set of learning objectives to an online environment, your curriculum should include how you plan to accomplish these three elements.
Social Presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities” A strong social presence builds a climate of trust and an environment of comfort and safe risk-taking. This foundation makes the learners ready for your teaching presence and cognitive presence. (engagement with participants)
Teaching Presence is the “design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes” Teaching presence is manifested in everything the instructor does to guide, support, and shape the learners’ experiences. (engagement to realize learning goals)
Cognitive Presence is “the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” Cognitive presence includes activities developed and actions taken to facilitate learning and encourage learners to explore their ideas, thoughts, and beliefs in order to meaningfully connect with the content. (engagement with content)
Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.
Costs include the total effort to produce the course element. The higher-cost options will require funds or resources from professional collaborators.
Technical Difficulty the level of technical prowess needed to set up the for the recording and complexity of producing the finished media. Higher technical difficulty can be overcome through collaboration with technical professions.
Collaboration or DIY indicated if collaborators are needed to deliver a quality recording. Generally, options with higher costs and/or high technical difficulty will require professional collaborators.