I attended the VStream Symposium a few weeks ago http://vstream.edu.uwo.ca/ . To put it in the organizers words it “helped identify key issues facing educators using video in the classroom and provided useful instruction and example to illustrate current practices both technical and pedagogical in nature”.
I did record audio of the conference through my digital recorder, but the quality is not as good as I would like. The keynote by Marc Prensky and the breakout Sessions were all video recorded so I am anticipating that the sessions with be posted soon on http://vstream.edu.uwo.ca/.
I got to meet Ben Hazzard whom I have known online in various incantations over the years. It seemed like we have known each other forever through networks, but never really met in person. His session “When Video Is Irrelevant?” described as:
Interesting lessons learned through practical application of video and audio in the classroom as well as professional development contexts. See when video is ignored, when audio is embraced, and how students react to video. Will the audience of a successful podcast grow when video is introduced? Will students write more effectively to script video? This session will share examples from the field, real podcast statistics, and encourage participants to think about the choosing the best tool for the job.
Ben led a great discussion and demonstrated some of the ways he used video in his classroom. Some of the common points came out with regard to copyright and distributing media.
Diane Zorn led the second breakout session that I attended. I have to be honest; I hadn’t heard of Diane, although she seems to be popular with the Media and has won awards for her online course at
Diane Zorn will share lessons learned and best practices of designing, implementing and managing a fully online, rich media, student-centered, critical thinking, skills-based course that uses Mediasite V-Streaming and Video and Audio Podcasting. From an analysis of the problems that were encountered and then sought to resolve, and of student experiences of the course, this presentation identifies ten principles for good practice in the development and delivery of innovative online education. The presentation includes a tour of the presenter’s course website and a Course Design Toolkit folder.
One idea that she brought up that has stuck with me is the “Imposter Syndrome.” I guess it might be categorized as a possible psychological reason why educators might be fearful of getting online with their students and publishing materials. She mentioned that educators, no matter their successes, had a fear that they were going to be “found out” as a fraud in the field that they claim expertise. This might also have a domino effect with regards to online professional development.