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Design & Do: Using Free Web 2.0 Video Media Tools to Promote Learning and Engagement in the Online Classroom
PROCEEDINGS

, Miami Dade College | Virtual College, United States ; , York University, Canada ; , Kaplan University, United States ; , Nova Southeastern University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Add sizzle, engage students, create an instructor presence, build community, and promote learning through the use of free Web 2.0 asynchronous video/animation tools. Free Web 2.0 video, video capture, video e-mail, and animation tools are available for optimizing instructor engagement, building community, and demonstrating challenging concepts in the online classroom! Millennials’ expectations are that courses are rich with media. Currently, many free and low-cost video media tools are available, and the list grows daily! How do you know which tool(s) to use and implement in the online classroom? In this session, presenters will: 1. identify teaching challenges in the online classroom that may be solved with the use of Web 2.0 tools, and 2. present cases for and examples of the implementation of video, video capture, video email and animation tools to address teaching challenges and/or provide an instructor presence in the online classroom. Some tools for demonstration will be: Jing, Fix8, Animoto, Xtranormal, Eyejot, and Viddler.

Citation

Blair, R., Lupshenyuk, D., Serafini, T. & Pino, D. (2009). Design & Do: Using Free Web 2.0 Video Media Tools to Promote Learning and Engagement in the Online Classroom. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (p. 116). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from .

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