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Slidecast Yourself: Exploring the Possibilities of a New Online Presentation Tool
Abstract
Many educational theorists stress the importance of social aspects for effective learning. In “communities of practice” for instance, groups of practitioners might learn from each other and eventually constitute a shared identity. Web 2.0 provides an ideal opportunity for this. An example of such a Web 2.0 information technology is slidecasting, which can be described as podcasting by synchronizing PowerPoint and voice. Anyone can upload their slidecasts to a website with an interface similar to YouTube, and anybody can watch these products. However, there is limited research on this topic, its possible application in education, and its popularity in businesses. We therefore studied the educational implications of introducing slidecasting in the classroom, sent a survey to our students to detect their attitude towards this new teaching tool, and organised a focus group with communication professionals. We can conclude that slidecasting can be successful in education, but that it will not immediately gain access to the corporate world due to problems concerning confidentiality and the very nature of slidecasting.
... The pupils perceived the writing assignment and the use of Storify, a survey based on the Unified Theory of Acceptance and Use of Technology model by Venkatesh, Morris, Davis and Davis was created (2003). This model, as explained in Casteleyn and Mottart (2010), was specifically designed to understand individual acceptance of new information technologies within organizations. UTAUT, acronym for Unified Theory of Acceptance and Use of Technology, combines eight user acceptance model in one single unified theory, using behavioral intention as the most prominent dependent variable (Venkatesh et al, 2003; Casteleyn & Mottart, 2010). ...
... This model, as explained in Casteleyn and Mottart (2010), was specifically designed to understand individual acceptance of new information technologies within organizations. UTAUT, acronym for Unified Theory of Acceptance and Use of Technology, combines eight user acceptance model in one single unified theory, using behavioral intention as the most prominent dependent variable (Venkatesh et al, 2003; Casteleyn & Mottart, 2010). The UTAUT model enables us to explore, and thus understand, the following variable; performance expectancy ( " the degree to which an individual believes using the system will help him or her to attain gains in job performance " ), effort expectancy ( " the degree of ease associated with the use of the system " ), social influence ( " degree to which an individual perceives that important others believe he or she should use the new system " ), facilitation conditions ( " degree to which in individual believes that an organizational and technical infrastructure exists to support the system) and, behavioral intention. ...
Research has frequently demonstrated the positive impact of Web 2.0 tools on writing education in foreign-language classrooms. However there is limited research on the use of social media (e.g. Facebook) in teaching practices in general, and writing instruction in second-language teaching in particular. This paper presents an experiment to examine the effectiveness of social media on writing activities within the EFL classroom. We focused on Storify, which stands out amongst social media, as it collects content from existing multiple social networks, and creates the possibility to write your own memorable story by adding text. Furthermore, it is a community of practice with authentic learning material. A specific lesson (2 x 50 min) was designed which benefited from the social media potential of Storify. The lesson was taught to 5 different classes (n=80), after which a survey was given to the students to detect their attitude towards this new teaching tool. The products of the students were analysed qualitatively to explore new possibilities in writing instruction. Finally, a focus group of teachers was organized. Results indicate that using social media in EFL writing instructions affects students’ learning process as it enhances student involvement. Students feel they can improve their writing performance, thus improving learning outcome. Additionally students believe Storify to be useful in EFL practices.
... As a result, social media inevitably affect the students personally, which is an appealing idea, because learning theory emphasises the significance of personal involvement for student's success. [6] More specifically, recent research conducted by us [7] suggests that slidecasting and its Web 2.0 environment can be a new attractive teaching tool. We asked students of an LSP (Language for Specific Purposes) course to produce a slidecast, and they acknowledge that producing a slidecast is relatively feasible. ...
... The data from the interviews confirms this. This thinking is also in line with previous research results [7] which showed that for instance slidecasting will not find immediate access into the corporate world. For instance, a focus group of business professionals claimed that its lack of real-life interaction greatly diminishes its chances for success. ...
Web 2.0 has boosted a new genre of online presentations, namely slidecasting, which can be described as podcasting by synchronizing PowerPoint and voice. It could be interesting to use this in language teaching classes, but limited research is available on its possible application in education. Its potential has already been demonstrated in Language for Specific Purposes classes, but it is unknown if this could be used in a foreign language teaching situation. This new presentation tool was introduced in our English business communication classes at University College Arteveldehogeschool (Ghent, Belgium). We had semi-structured interviews with 9 students, and confirmed our data with a quantitative questionnaire. The results indicate the feasibility of slidecasting and the importance of the social and emotional context for its success in educational settings. Moreover, the paper provides some guidelines for teachers who want to implement this into their classes. It also refers to some of the limitations of slidecasting.
... When we study porcelain or antiques, we will explore the factors of the ontology of the work, so why can't the works of art use this idea? When we fully understand an existence itself, if we want to obtain the truth, we must "get in it" to fully understand what kind of existence "art" is [2] . ...
Some citizens or art education recipients have the illusion that a good painting is only established by good ideas and ideas, but this is not the case. Music education is inseparable from complex techniques, and it must be taught from the very beginning based on computer-aided. For art, only emphasizing cultural interpretation and ideology makes people’s cognition of images deviate. On the one hand, it is believed that art works do not need to be earnestly completed, and can only be made into works by the effect of interpretation and art system. On the other hand, the dilution of technical factors has led to the proliferation of low-level art products and prejudice, and the misunderstanding of the value of art works itself.
... Previous research (Casteleyn & Mottart, 2010) demonstrated the educational potential of such online presentations with 1st year students of informatics at university level. Slidecasting appears to be an attractive new teaching tool, because it combines a Web 2.0/CoP environment with a product that the students can personally relate to. ...
Although many educators acknowledge the importance of the training of presentation skills, the time allocated to this in the curriculum is limited. Web 2.0 presentation tools such as slidecasting might provide a solution to this problem, because it brings the activity outside the classroom. Moreover, it incorporates the characteristics of a community of practice. We therefore introduced slidecasting into secondary education. Results indicate that students appreciate this alternative mode of presenting and that the Web 2.0 environment transforms itself into a community of practice.
Although social networking sites such as Facebook are increasingly being regarded as an interesting source of information, there are no specific techniques that adequately address the specific nature of social media. In our opinion, social networking sites display intentions of consumers and therefore techniques specifically designed to deal with this aspect have to be introduced. We propose using the theory developed by Kenneth Burke (1897-1993), to incorporate this data into market research. In this paper we focus on Facebook groups, but the techniques described can be used to analyse any social networking site.
The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students' self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT's impact on cognitive learning and classroom interaction. Students' views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.
Information technology (IT) acceptance research has yielded many competing models, each with different sets of acceptance determinants. In this paper, we (1) review user acceptance literature and discuss eight prominent models, (2) empiri- cally compare the eight models and their exten- sions, (3) formulate a unified model that integrates elements across the eight models, and (4) empiri- cally validate the unified model. The eight models reviewed are the theory of reasoned action, the technology acceptance model, the motivational model, the theory of planned behavior, a model combining the technology acceptance model and the theory of planned behavior, the model of PC utilization, the innovation diffusion theory, and the social cognitive theory. Using data from four organizations over a six-month period with three points of measurement, the eight models ex- plained between 17 percent and 53 percent of the variance in user intentions to use information technology. Next, a unified model, called the Unified Theory of Acceptance and Use of Tech- nology (UTAUT), was formulated, with four core determinants of intention and usage, and up to four moderators of key relationships. UTAUT was then tested using the original data and found to outperform the eight individual models (adjusted
This paper focuses on the degree of penetration of web2.0 or social software in the educational field. First, the concepts web2.0, social software and e-learning 2.0 are discussed, the term 'social software' is defined, and the strengths of social software are presented. Secondly, a survey was conducted with 355 students and 163 instructors in order to examine to what extent social software is used and which purposes it serves. Our first results show that 'searching information' and 'communicating' seem to be the two main activities the internet is used for, both for instructors and students.
Presents study results concerning the amount and quality of effort invested by Santa Barbara City College (SBCC) students in their college experience. Lists strategies used by SBCC to increase student involvement. Discusses the importance of student contacts with faculty and peers and student involvement in out-of-class activities. (DMM)
Texts in educational psychology have been criticized because they allegedly fail to define the subject matter domain of the field, because they are written for instructors rather than students, and because no consistent theoretical position is taken. The fact that different texts stress different sets of data does not mean they fail to define the domain of a field, but rather that each author selects information which he or she feels will be of greatest value to students. In the case of "Psychology Applied to Teaching," information selected for the text was chosen after consulting with students, former students engaged in their first year of teaching, and instructors. Most sections of the text were written specifically for students, but in the Instructor's Manual chapters were organized and the test item files were written primarily for instructors. Instead of attempting to stress a single theoretical position, several theories are described because it is felt that each clarifies different aspects of teaching. It is unlikely that students will remember and consistently apply any particular theoretical position when they become teachers. It is preferable, then, to urge them to make occasional applications of techniques derived from many different views. (Author)
According to ABET (Engineering Accreditation Commission), engineering programs are required to train the students 'to communicate effectively'. This echoes the increasingly heard call from companies to deliver students with excellent communication skills. Unfortunately, this does not provide an answer to two important questions. First, what is understood by communicating effectively? Secondly, what are the implications of this requirement for the classroom practice of the majority of engineering courses, which do not explicitly incorporate communication skills? According to the authors, the first question can be answered by referring to the rhetorical definition of effectiveness (more specifically the theoretical insights provided by Quintilian) and its relevance for technical communication. According to us, 'communicating effectively' is more an attitude than a highly specific skill to be learned. Furthermore, the second issue can be answered by introducing the idea of the concept of visual rhetoric, which proves to be an ideal tool to focus on audience perception, one of the key rhetorical terms. In accordance with the teaching rationale developed by our colleagues from Antwerp University, which incorporates the strengths of collaborative working, we therefore propose a teaching methodology that can be used in any engineering course that would help students to learn to communicate effectively. After having introduced this teaching methodology in our communication course, we set up a qualitative study of the revision plans written by our students. In conclusion, we can claim that our students have successfully incorporated the 'attitude' of communicating effectively.
iTunes University, a website with downloadable educational podcasts, can provide students the opportunity to obtain professors’ lectures when students are unable to attend class. To determine the effectiveness of audio lectures in higher education, undergraduate general psychology students participated in one of two conditions. In the lecture condition, participants listened to a 25-min lecture given in person by a professor using PowerPoint slides. Copies of the slides were given to aid note-taking. In the podcast condition, participants received a podcast of the same lecture along with the PowerPoint handouts. Participants in both conditions were instructed to keep a running log of study time and activities used in preparing for an exam. One week from the initial session students returned to take an exam on lecture content. Results indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher than the lecture condition. The impact of mobile learning on classroom performance is discussed.
The purpose of this study was to investigate the efficacy of audio–visual synchrony in podcasting and its possible pedagogical benefits. ‘Synchrony’ in this study refers to the simultaneous playback of audio and video data streams, so that the transitions between presentation slides occur at “lecturer chosen” points in the audio commentary. Manufacturers of lecture recording software (e.g. ProfCast) would have us believe that the synchrony of image and audio should improve the learning experience. We have yet to see in the literature any empirical evidence to support this hypothesis. In our study, 90 participants in two groups undertook two electronic lectures (e-lectures) on two separate topics, the subject matter of neither was familiar to them beforehand. Each group experienced one “synchronous” presentation (e-lecture) of one of the topics, and one “separate” presentation (i.e. PowerPoint and audio files separately presented) of the other topic. Each group therefore experienced both “synchronous” and “separate” delivery and they were then given an MCQ test that assessed five levels of Bloom’s taxonomy. Results show no differences in innate ability between the two groups but the evidence supported our primary hypothesis in that statistically significantly higher test scores were seen when participants viewed a synchronous e-lecture; these scores were accounted for by subjects’ performance at three of the five levels of Bloom’s taxonomy. Qualitative ‘attitude’ survey results also displayed participant preference towards the synchronous over the asynchronous mode of delivery, and in spite of general acceptance of the proposed benefits of electronic proceedings, a majority preference towards traditional rather than electronic lectures. Despite this conservatism, this paper explores in more detail the potential benefits of podcasting via synchronous PowerPoint and voice.
Technology advancement and development in a higher learning institution is a chance for students to be motivated to learn
in depth in the information technology areas. Students should take hold of the opportunity to blend their skills towards these
technologies as preparation for them when graduating. The curriculum itself can rise up the students’ interest and persuade
them to be directly involved in the evolvement of the technology. The aim of this study is to see how deep is the students’
involvement as well as their acceptance towards the adoption of the technology used in Computer Graphics and Image Processing
subjects. The study will be towards the Bachelor students in Faculty of Industrial Information Technology (FIIT), Universiti
Industri Selangor (UNISEL); Bac. In Multimedia Industry, BSc. Computer Science and BSc. Computer Science (Software Engineering).
This study utilizes the new Unified Theory of Acceptance and Use of Technology (UTAUT) to further validate the model and enhance
our understanding of the adoption of Computer Graphics and Image Processing Technologies. Four (4) out of eight (8) independent
factors in UTAUT will be studied towards the dependent factor.
Contenido: Aplicación de la psicología a la enseñanza; Estadios del desarrollo psicosocial y cognoscitivo; Características de los niveles de edad; Teorías de la conducta; Procesamiento de Información; Estrategias cognoscitivos; Objetivos; Motivación; Evaluación; Interpretación de Resultados y Pruebas estandarizadas; Niños excepcionales; Control en el aula.
Psychology applied to teach-ing
- J Snowman
- R Biehler
Snowman, J. and Biehler, R., Psychology applied to teach-ing, 10th ed. Boston/New York: Houghton Mifflin Company, 2003.
Home page - Etienne Wenger Available: http://ewenger.com/theory
- E Wenger