Course capture technology: Product and processes that engage students
Save to My Collections
Leslie, H.S. (2011). Course capture technology: Product and processes that engage students. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 460-461). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/36308.
Society for Information Technology & Teacher Education International Conference (SITE) 2011
Nashville, Tennessee, USA
March 7, 2011
Matthew Koehler & Punya Mishra
More Information on SITE
Table of Contents
The purpose of this session is to present a case study from a mid-South university regarding the course capture system Tegrity. Data was obtained from four semesters of Oral Communications, addressing how Tegrity was used as a course capture system. Embedded in the theory of Connectivism, the presenters will demonstrate how students who were initially scared of using Tegrity became connected and motivated to use this medium of technology to package their presentations. The results indicated that using Tegrity led to: a major change in the way instruction was delivered; mastery of new skills for both the instructor and the students; shifting of educational experiences from teacher to learner-centered; instructor becoming an accessible facilitator and intermediary between the students and the technology (providing the needed guidance); finally, using Tegrity was a fast change that challenged students and triggered insecurities as well as apprehensions.
- Integrating Multimedia in Elementary Mathematics to Improve Mathematical Learning
- How Social Is My Personal Learning Environment (PLE)?, Part 2
- How Social Is My Personal Learning Environment (PLE)?, Part 1
- The Connected Learning Space
- The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
- TeleVisions and teleReality - How to understand and use Internet video in education
- From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction
- From Personal to Community Spaces: Interplay between Boundary Construction and Deconstruction
- Instructional Design Considerations for Science E-Learning
- Incorporating Integrated Curriculum Projects into Methods Courses with HyperStudio
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.