We found 284 results that contain "video consultation"

What inspired you to pursue this project?



Our Mac literate students needed high-powered Mac Studio computers to greatly reduce rendering time for 360-degree video and other extremely large visual files. There are a plethora of powerful PC computers but there were no powerful Mac computers available before the Catalyst grant provided these two Mac Studios! We have one Mac Studio in the library's DSL, as many students use it to create videos for the 360-degree theater there and the other is in the Immersive Journalism Lab in ComArtSci Room 357. Both computers are available for all students in the university to use. The grant also supported the creation of a comprehensive tutorial by Alyssa Bradley (both in video and written form) for students, faculty and staff to follow when creating 360-degree video for YouTube and Vimeo, as well as for the 360-degree theater.



Who was involved in the project or made a significant contribution?







Paul Cooper, Alyssa Bradley and myself.












What are some of the successes that you have experienced on this project?



Judy Walgren teaches a 360-degree documentary filmmaking class each Fall, and many of the students benefited greatly from having unfettered access to these high-powered computers which greatly reduced rendering time. Previously, students' computers were crashing or student had to render the videos for sometimes 24 hours which impacted their other classes and ability to meet deadlines.



What are some of the challenges that you have experienced on this project?



Getting the students to use the computers and to follow the tutorial.








 








Describe some of the unexpected outcomes that occurred during this project?







That students used the computers and the tutorial!








 









What are the key lessons that you learned from the project?







Key lessons are listen to student feedback on their needs and the revise accordingly--whether that is course content, equipment, workflow etc...








 









How would you describe the final status of the project?







The computers and tutorial are in full use for all!








 









What are the next steps for this project or research?







To increase the use of the Mac Studios, the library's 360-camera kits, the MetaQuest VR equipment, the Insta360 tutorial and the overall video production for the DSL's 360-degree theater. We also want to spread awareness of the JRN 492 course in immersive journalism held every Fall semester during which students make non-fiction 360-degree films for the DSL's 360-degree theater.








 









Would you like to include links to references, resources, published works, etc.?




360-degree video tutorial
MSU Insta360 Camera Video and Editing





 

Project Title: Unlocking 360-degree video production for the MSU Library's 360-degree theaterElevator Pitch:The Digital Scholarship Lab needed a high-powered Mac for to use for editing 360-degree videos for the theater and students taking the JRN 360-degree video course that makes videos for the theater needed one, as well. There are plenty of PCs in the DSL, but no Apples that can render content in a reasonable amount of time. Also, we needed updated video documentation of how to create 360-degree content and then display it in the theater.Team Bios: Judy Walgren in the Associate Director of the School of Journalism and teaches the RJN course to make 360-degree videos for the 360-degree theater and Meghan Kudzia is the the Interim Director for the DSL.What are some of the successes?Getting the funding and getting the documentation and tutorials going. We just got the equipment, so the real successes will be in the Fall when students return to the Macs and have the tutorials to use to learn.



What are some of the challenges that you have experienced on this project?Getting the Spaces Team in CAS to give Judy a place to put the Mac for students to use. They are considering an office next to Judy's presently.Image attribution:EA Booth 360° Video — Sims 2 Petsby pyrogenic licensed by CC-By-2.0

Links to various resources compiled by Brown University on different aspects of negotiating your job offer.

Center for Teaching & Learning Innovation (CTLI)
Purpose: The mission of the Center for TLI is to support MSU’s educators and their practices through collaboration and consultation. What do we do:

Support MSU communities where educators work together across roles to provide inclusive, research-informed experiences that support student success.
Build a path to success for every educator by leading the university with unwavering integrity and a strong culture of teaching and learning
Collaborate with and empower all MSU educators in their engagement in equitable, student-centered teaching and learning practices.

Services Provided:

Instructional Consultation
Curriculum Development & Course Design
Online Program Management
Academic Entrepreneurship
Training and Workshops

Website: https://teachingcenter.msu.edu/Contact Usteaching@msu.eduRequest a ConsultationContact Staff Directly 

Mark W. Hodginshodgins@msu.eduInstructional Technology and Development TeamResponsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within ITS and the Innovation HUB as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems.  Technical knowledge in the configuration and use of Learning Management Systems (i.e. Angel, Blackboard, and D2L) as well as Cloud services like Microsoft Office 365, Google Apps, Apple iCloud. Apple University and Kultura MediaSpace. Extensive experience in relational database system design and development.
 
Education:

Master of Arts in Educational Systems Development - Instructional Computing

Michigan State University, East Lansing, MI


Bachelor of Arts in Telecommunications

Michigan State University, East Lansing, MI


Associates of Applied Science (Digital Electronics)

Lansing Community College, Lansing, MI



Experience: 

Instructional System Designer - Michigan State University, IT Services | Instructional Technology and Development. Responsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within ITS and the Innovation HUB as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems.  2017 – Present
Training Program Developer III - Michigan State University, Health Information Technology. Responsible for the instructional development of both video and computer-aided instruction. Joint coordination with other staff members within HIT as well as other technical support people on campus. Technical consultant to the faculty, students and staff on the design/development/delivery of all forms of mediated instruction and administrative information systems.  2003 – 2017
Training Program Developer II - Michigan State University, College of Osteopathic Medicine.  Responsible for the development of video and computer-aided instructional programs. Joint-coordination with other staff members of the Learning Resource Center and Interactive Computer Lab. Technical consultant to the faculty, students and staff of COM on the design/development/delivery of all forms of mediated instruction and administrative information systems. 1991 – 2003
Television Production Engineer - Michigan State University, College of Osteopathic Medicine. Responsible for the operation of the college’s media production facility. Co-supervisor of Media Services and Learning Resource Center and in charge of Technical Services. Involved in the design and production of instructional video programs for the college's faculty. 1981-1991
Technical Production Assistant - Michigan State University, College of Osteopathic Medicine. Assisted staff engineer on television studio operations.  Involved in A/V system designs and installations. Assisted program director with the production of educational videotape programs. 1978-1980

Attended Conferences 

Interactive HealthCare Conference & Exposition - Washington, D.C. 
Information Technology in the Health Sciences - Memphis, TN, Houston, TX, New Orleans, LA. 
Society of Applied Learning and Technology (SALT) -Orlando, FL 
Slice of Life Conference - Salt Lake City, UT, Chicago, IL, Philadelphia, PA, Portland, OR, Munich, Germany 
Campus Technology Syllabus Conference -San Jose, CA, Boston, MA.
Apple World Wide Developers Conference – San Francisco, CA

Published Research 

Lovell K, Haf J, Hodgins M. Development of neuropathology interactive videodisk instructional units. Teaching and Learning in Medicine 1991;3:156-8. 
Bean P, Lovell K, Hodgins M, Parkhurst P, Sprafka S. Quantitative and Qualitative Evaluation of Interactive Videodisk Instructional Modules in Preclinical Neuropathology Education Teaching and Learning in Medicine 1993;5:3-9.
Oommen J Z, Hodgins M, Hinojosa R, et al. (June 21, 2021) Accuracy of Weight Estimation Using the Broselow Tape in a Peruvian Pediatric Population. Cureus 13(6): e15807. doi:10.7759/cureus.15807

Current Projects

Part of MSU's Institute for Global Health team working on curriculum revisions for the Armed Forces College of Medicine in Cairo Egypt.
Serving as an Instructional Technology Advisor for MSU's Global Health Studies Program.
Remediation of Medical Administrative Systems to integrate with MSU's new Student Information System.

International Travel

Travele extensively around the world to attend Instructional Technology conferences, conduct project site visits, as well as  pleasure trips to visit family.
Destinations include British Columbia, Hong Kong, Singapore, Egypt, France, Germany, England, and Ireland.

MSU does not currently have a university-wide policy on cameras/videos (e.g. web cameras) for online learning. Much like attendance/participation policies, camera/video policy statements will be determined by individual instructors, departments, and programs. Instructors are responsible for communicating the individual course policy to students.
The following resource is provided to assist you in developing coherent policies on camera use in your course. Please adjust the guidance to fit your particular course context, but remember you must make allowances for certain circumstances that might be tied to connectivity issues or environmental circumstances. It is key that your desire for video-on participation be built on a foundation of inclusion and accessibility, pedagogy and design.   The information below is shared as key considerations for developing your course policy.  If you have specific questions about writing your course policy, please reach out to the Center for Teaching and Learning Innovation (CTLI).  
Benefits and Challenges of Webcams 
The use of webcams in live online meetings can add to the educational experience in many ways. Some of these include: 

Students working in groups 
Showing physical evidence or materials 
Proof of attendance 
Classes that focus on communication skills, performance, or physical movement 

Students may wish to keep their webcams off because: 

Their internet speed cannot support the use of streaming video. Bandwidth problems are real for many students regardless of their location 
They may have privacy concerns (e.g. roommates, children, or other family members in the background) 
Students may wish to keep their webcams off because leaving them on may reveal their exact geographical location or other unique identifying information to the rest of the class 
They may have a visually busy environment or otherwise distracting background that could detract from others’ ability to attend to class content 
They may have personal or environmental concerns that make sharing their likeness or their personal spaces problematic. Not all computers can replace backgrounds with virtual backdrops that would alleviate these concerns 
They may have a disability where the video feed will decrease their success in the course 
Students may not have a webcam on their computer. This item has not been a component of the university required laptop/desktop description. 

Educators should be aware of the privacy, hardware, software, disability, and equity concerns and only require the use of webcams or video feeds when the educational value of requiring video supersedes those concerns. In such instances, there may still be students whose specific disabilities preclude the use of webcams. The Resource Center for Persons with Disabilities will work to assist students who have gone through the proper accommodation request process and for whom the use of webcams is not possible. Instructors should also keep in mind that the accommodations process can be a time consuming and expensive one; and not all students may be able to engage in it. In addition, disabilities, temporary or otherwise, can manifest at any time. These factors should be considered when you determining the policy for your course.
Best Practices for Developing Video Conference Policies 
In general, online learners experience “Zoom fatigue” and extra cognitive loads when it comes to learning (McCabe, et al., 2023 & Fauville, et al, 2021) For reasons of equity and respect for privacy, students generally should not be required to turn on their webcams for the full duration of all online class sessions. The literature around camera-on requirements promoting learning is scarce. Waluyo and Wangdi (2023) found that classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues all played a role in student-camera behavior. It is also important to note that there are many ways to - through pedagogical design - effectively build a sense of belonging and classroom engagement. If you’re interested in more on classroom engagement strategies, you can schedule a consultation with a member of the CTLI team or check out CTLI’s upcoming events! 
Faculty might have pedagogical reasons to ask students to turn on cameras when teaching online, but educators should consider whether asking students to turn on their webcam is necessary to accomplish a learning objective and should explain to students the educational reason for their request, allowing the student to make their own, informed decision to do so based on their circumstances and without incurring penalties of any kind. 
In short, the default recommended practice would be to allow students to keep their webcams off, with certain learning goals and instructional practices making it justifiable for the educator to ask students to turn on their webcams if they are willing and able, after receiving an explanation for the request. The only exception to this choice would be during assessment activities that require* the use of a webcam.  
*Any webcam mandates need to be clearly communicated in advance of the first-expected use to allow students adequate time to plan and prepare their environment. 
Relevant MSU Documents and Policies 
Restrictions on instructors requiring students to turn on their webcams is supported by MSU’s Student Rights and Responsibilities, Article 2.II.B 8 (The student has a right to protection against improper disclosure of his/her education records and personal information such as values, beliefs, organizational affiliations, and health) and Article 2.III.B 10 (The student and the faculty share the responsibility for maintaining professional relationships based on mutual trust and civility). 
In light of the Family Educational Records Protections Act (FERPA), MSU’s Office of General Council recently put together this guide addressing how to properly deal with files of recorded synchronous sessions containing video feed.  References & Further Readings 
McCabe, J. A., Banasik, C. S., Jackson, M. G., Postlethwait, E. M., Steitz, A., & Wenzel, A. R. (2023). Exploring perceptions of cognitive load and mental fatigue in pandemic-era zoom classes. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000347  
Fauville, Geraldine and Luo, Mufan and Queiroz, Anna C. M. and Bailenson, Jeremy N. and Hancock, Jeff, Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men (April 5, 2021). Available at SSRN: https://ssrn.com/abstract=3820035  or http://dx.doi.org/10.2139/ssrn.3820035   
Waluyo, Budi & Wangdi, Thinley. (2023). Reasons and Impacts of Camera On and Off during Synchronous Online English Teaching and Learning: Insights from Thai EFL Context. CALL-EJ. 24. 179-198.  Available at: https://www.researchgate.net/publication/367384842_Reasons_and_Impacts_of_Camera_On_and_Off_during_Synchronous_Online_English_Teaching_and_Learning_Insights_from_Thai_EFL_Context  
https://courses.cs.washington.edu/courses/cse481p/23sp/readings/W6S2/four-causes-zoom-fatigue-solutions-VigneshRamachandran.pdf   
Photo by Chris Montgomery on Unsplash 
 

MSU Technology Support and Course Consultation
There are several organizations on camous that can provide technological, pedagogical or design assistance.
Center for Teaching and Learning Innovation

Course Design 

Description: Support for designing or redesigning individual courses.
Staff Available: Dave, Jay
Bookings Calendar




Online Programs: Design & Build

Description: The Center for Teaching and Learning Innovation works in collaboration with academic programs, units, departments, schools, and colleges on learning experience design. The scope of this work could be specific to an individual assignment, an individual course section, or as large as the curriculum for an entire credential.
Staff Available: Dave, Jay, Alicia, Brendan
Bookings Calendar


Online Courses: Quality Review & Improvement

Description: Quality Matters (QM) is a nationally recognized, faculty-centered, peer review process designed to certify the quality of online courses and online components.
Staff Available: Dave, Jay, Brendan
Bookings Calendar



IT Services - Educational Technology
Request assistance at MSU IT Service Desk
Services:

Course Design
Technology Integration Consultation
Software Training
Classroom Technology Training
Accessibility Consultation
Video Production

IT Services - Technology Training Team
Training and assistance with MSU's collaborative technology Open Office Hours
Photo by UX Indonesia on Unsplash

We often record our Zoom training sessions or classes, and sometimes we caption it and post it online. If we are feeling generous, we may even cut it up into more digestible bites. But does anyone really LIKE watching a long Zoom recording?  It is pretty painful. How can you plan your content and set up your recorded Zoom sessions so that you also can edit and use it for edited, posted videos that people actually want to watch?  This video shares my ideas, and I hope you will share yours as well in the comments!