My Mediasite

First, learn how to navigate your My Mediasite account by watching the video Getting Familiar with My Mediasite.

Next, visit UTHSC's My Mediasite login page and log in with your UTHSC credentials to access your account and start using My Mediasite. 

Then, once you are inside your account, you can upload and manage your videos as well as download the My Mediasite desktop recorder (MDR) to create new videos. To download the MDR, click the Add Media button and select the link labelled 'download the Mediasite Desktop Recorder.'

The MDR offers four basic options for creating and capturing lecture content:

Screencast + Video: Full-motion video of the computer screen selected. The option contains video from a (web or internal) camera with audio from a microphone and can be used to create 'talking head' screencasts.
Screencast + Audio: Full-motion video of the computer screen selected containing audio from a microphone.
Slideshow + Video: Records slide presentations, usually PowerPoint, with video from a camera and audio from a microphone. Recording can be other text media, however, it cannot be motion video.
Slideshow + Audio: This option records slide presentations with audio from a microphone.

My Mediasite recordings can be used to support face-to-face, online, and blended learning. Video can support learning in a flipped classroom environment, as well as provide supplementary material for a face-to-face courses.

Mediasite U is a virtual learning and collaborative space for users to take Mediasite courses, sign up for boot camp, and share ideas with a community of peers. Visit MediasiteU for more to enhance your teaching effectiveness.

Pedagogy:

• 6 Ways to Raise the Bar on Higher Ed Videos - Weaver, J. (March, 2016), Inside Higher Ed
• 10 Tips for Creating Effective Instructional Videos - Smedshammer, M. (March, 2017), Faculty Focus
• Adapting PowerPoint Lectures for Online Delivery: Best Practices - Moore, E. (January, 2013) in Faculty Focus
• Effective Educational Videos - Center for Teaching, Vanderbilt University
• Screencasting for Instruction and Feedback - iTeachU eCAMPUS University of Alaska Fairbanks
• Screencasting to Engage Learning - Ruffini, M. (October, 2012), Educause Review
• Screencasts: Best Practices - Centre for Teaching Excellence, University of Waterloo

 Design:

• Start with a storyboard that outlines the sequence of what you will say and show. You can save time by using a storyboard template such as this TLC sample or by downloading other free samples. Write a script so that you will have a transcript to upload in order to meet accessibility requirements.
• Utilize effective instructional design techniques to meet your course goal by inserting course objectives, intended outcomes, and linked opportunities. Consider using video annotations to list aligned objectives and outcomes as well as provide links to external resources. In addition, using polls and short quizzes within the video helps students self-assess and reinforces learning. Quiz results can be used for students to self-assess and for faculty to gain feedback. Quizzes can be scored or not, depending on your learning goals.
• Consider the science of learning when you design your video. Along with good instructional design, keeping distractions to a minimum supports student learning. Mayer's 12 Principles of Multimedia Learning, as explained in the video by Dr. Kacz (2017), offers a plausible foundation for effective design and organization. Mayer (2001) established that people learn better from words and pictures than words alone. Faculty can enhance student leaning with appropriate, high-quality images such as those in the NHGRI Image Gallery and the National Cancer Institute Visuals Online at no additional cost.
• Increase engagement with such methods as chunking content, establishing presence, and inserting relevant visuals. The concept of chunking is particularly important. George Miller's early research (Cowan, 2013) on information processing discovered that by breaking large bits of information into 5-9 smaller, meaningful parts, faculty can support student knowledge retention. Cognitive Load Theory (Sweller, 1988) affirms that chunking increases germane load which is dedicated to processing and building schemas. Schemas are acquired when individuals put the 'pieces' together. As explained in this 3 Minute Ed Theory video, faculty as instructional designers can manipulate content in a way that affects germane load and promotes long-term information storage. Use a video editor to break apart larger videos into more manageable parts. For example, faculty can cut a 60 minute video into six 10-minute videos, or microlessons. On the other hand, faculty can also insert meaningful breaks between content such as chapter slides as seen here.

References:

Debue, N., & van de Leemput, C. (2014). What does germane load mean? An empirical contribution to the cognitive load theory. Frontiers in Psychology, 5, 1099. doi:10.3389/fpsyg.2014.01099

Cowan N. (2013). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197-223.

Shibli, D., & West, R. (2018). Cognitive load theory and its application in the classroom. Impact Journal of the Chartered College of Teaching, retrieved February 12, 2018 at: https://impact.chartered.college/article/blakemore-editorial-science-of-learning/

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.

Below are links to recent research pertaining to teaching and learning with screencast videos and lecture capture.

Teaching

Cranny, D. 2016. Screencasting, a tool to facilitate engagement with formative feedback? AISHE-J. The All Ireland Journal of Teaching and Learning in Higher Education, 8 (3), pp. 2911-2927.

Dona, K. L., Gregory, J., & Pechenkina, E. (2016). Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines. Australasian Journal of Educational Technology. doi:10.14742/ajet.3068

Inman, J. and Myers, S. (2018). Now streaming: strategies that improve video lectures. [Idea white paper] Retrieved February 4, 2019, from IDEAorg at https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_68.pdf

Kaltura Fifth Annual State of Video in Education 2018 Report

Marchand, J. P., Pearson, M. L., & Albon, S. P. (2014). Student and faculty member perspectives on lecture capture in pharmacy education. American Journal of Pharmaceutical Education, 78(4), 74.

Pickering, J. (2014). Anatomy drawing screencasts: Enabling flexible learning for medical students. Anatomical Sciences Education, 8(3), pp.249-257.

Learning

Brame, C. J. (2016). Effective educational videos: principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6. doi:10.1187/cbe.16-03-0125

Gupta, A. and Saks, N. (2013). Exploring medical student decisions regarding attending live lectures and using recorded lectures. Medical Teacher, 35(9), pp.767-771.

Hussain, A., Tabrez, E., Basu, A., & Dsilva, C. S. (2018). Medical students’ perception of the usage of lecture recording software. Cureus. doi:10.7759/cureus.2963

Morris, C., & Chikwa, G. (2014). Screencasts: how effective are they and how do students engage with them? Active Learning in Higher Education, 15(1), 25–37. https://doi.org/10.1177/1469787413514654

Topale, L. (2016). The strategic use of lecture recordings to facilitate an active and self-directed learning approach. BMC Medical Education, 16(1). doi:10.1186/s12909-016-0723-0

Wilson, K. E., Martin, L., Smilek, D., & Risko, E. F. (2018). The benefits and costs of speed watching video lectures. Scholarship of Teaching and Learning in Psychology, 4(4), 243-257.