News

Voice overs

Videos for MOOCs: Presentation slides with voice-over

By | News | No Comments

Considering that video is the main method of content delivery in MOOCs, we are going to provide you an overview of presentation slides with voice-over videos.

This article forms integral part of the on line MOOC course communication, created by The University of Manchester. It will end the 4th of December. You can still enrol!

A voVoice oversice over is the invisible speaker you hear in TV and cinema commercials, radio spots, e-learning, internet, DVD/CD-ROM, product and company presentations, documentaries, pod-casts, animated films, flash presentations, IVR voice prompts, on-hold marketing, navigation technology, etc.

Adding voice over to existing PowerPoint slides can be a great way to turn slides you’ve used for years into stand-alone flipped content.

The basic functions of PowerPoint are pretty easy to use, but it has many features that can really take your presentation to a new level. The ability to supplement a presentation with voice-over or other audio is one such function.

Adding your voice to PowerPoint slides is a pretty easy process, and it can turn a presentation from a plain set of slides into a self-contained instructional asset that stands alone and can be used by students to self-teach. This can be a great way to test the waters with flipped content delivery.

The basic steps are as follows:

  • Have the right equipment – You’ll need a microphone to record your voice and a working sound-card or integrated audio.
  • Create a new folder and presentation file – As you record narration, sound files will get created as part of the presentation, and having them all in one folder will help you manage them.
  • ‘Record Narration’ tool – Open PowerPoint and find the “Slideshow” command in the top bar. Once you click on “Slideshow”, a menu will appear – select “Record Narration”.
  • Set sound levels and properties – In the “Record Narration” dialogue box that appeared after clicking the previous command, click the “Select Microphone Level” button and use the slider to adjust the microphone’s level to ensure your microphone is recording at optimal sound levels.
  • Recording – To record, simply click “Record Narration” on the Slide Show menu. In the bottom left corner of the “Record Narration” window is a check box for “Link Narrations In” – click this box to check it on (you will need to do this each time you start recording a section of voice-over). You can build out your voice-over gradually from the beginning (in other words, you don’t need to do it all in one take). As you record new sections, you will be prompted each time as to whether you wish start on the first slide or on the current slide.

Note that if want to record over a section you are not happy with, just record over it and your new content will replace your old content (as long as you save it). Once you are done recording a part, hit the “Escape” key and PowerPoint will ask you if you want to save the timings on the slides. Always choose yes. Save your PowerPoint presentation each time you complete any section of narration.

Once you have completed part or all of your narration, play your presentation to watch and hear it. You will probably have to experiment with these steps and the overall process to get through your first voiced-over presentation, but once you’ve done it once, you will know what it takes to repeat the process.

You can save it in a few formats. You may want to try different approaches depending on where you want to deliver it. Depending on the PowerPoint, you can export your enhanced slide deck in WMA format so it plays as a video.

You can still enrol! We can’t wait to see what you filmed after completed “Videos for teaching, learning, and communication” – Team UoMan.

Note: Article idea and some texts are taken from:
http://www.voicearchive.com/faq/#voiceover
http://www.flippedclassroomworkshop.com/5-easy-steps-for-adding-voice-over-to-powerpoint-presentations/
https://www.youtube.com/watch?v=oTlzpwFFvLE

sMOOC Step by Step

Massive Open Online Course (MOOCs) types

By | News | No Comments

The first MOOCs emerged from the open educational resources (OER) movement. The term MOOC was coined in 2008 by Dave Cormier of the University of Prince Edward Island in response to a course called Connectivism and Connective Knowledge. Stephen Downes considers these so-called cMOOCs to be more “creative and dynamic” than the current xMOOCs.

As MOOCs have evolved, there appear to be two distinct types: those that emphasize the connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, Stephen Downes proposed the terms “cMOOC” and “xMOOC”.While MOOCs have originated in Canada and the United States, the cMOOC and the xMOOC model used there does not fit entirely with the European take on education.

sMsMOOC Step by StepOOCs with a strong presence of mobile devices, which are more suitable for a wider range of students. sMOOCs relay on concepts such as equity, social inclusion, accessibility, quality, diversity, autonomy and openness. Students are involved in the process of learning by doing, by generating content and learning all together.

A sMOOC is defined by a number of educational and communicative features. Among which, out stand the following:

  • Educational design is influenced by social media style.Mobile technologies and ubiquitous learning become particularly relevant because students will be learning in virtual communities, which enhance motivation and promotes interactivity.
  • It is focused on the students learning process. Both tasks proposed by teachers and learners own initiatives will be a key element supporting collaboration and dialogue. Among virtual communities created in each course.
  • It is necessary to measure the success of a sMOOC from the students own goals, interests and satisfaction, instead of learning results imposed by teachers.
  • A short adaptation period is required from the students, which must be reached during the first week of the MOOC.

“sMOOC Step by Step” is a free Social Massive Open Online Course – MOOC is being made available by ECO, which is a European project based on OER, that gives free access to a list of MOOCs in 6 languages. This course offers a practical and theoretical approach in the learning process, as well as, help you create your own sMOOC (social MOOC) in a step by step way.

We have MOOC mania but all MOOCs are not created equal and there is lots of species of MOOC. This is good and we must learn from these experiments to move forward and not get bogged down in old traditionalist v modernist arguments. MOOCs will inform and shape what we do within and without institutions. What is important is to focus on the real needs of real learners.

To this end, it is important to define taxonomy of MOOCs not from the institutional but the pedagogic perspective, by their learning functionality, not by their origins.

So here is  a starting list of some of them:

  • transferMOOCs
    Transfer MOOCs literally take existing courses and decant them into a MOOC platform, on the pedagogic assumption that they are teacher-led and many rely on a ‘name’ of the institution or academic to attract learners. The pedagogic assumption is that of transfer from teacher and course content to learner. Many mimic the traditional academic course with lectures, short quizzes, set texts and assessments. You could describe them as being on the cutting edge of tradition. Coursera courses largely fall into this category.
  • madeMOOCs
    Made MOOCs tend to more innovative in their use of video, avoiding talking heads in favour of Khan Academy or Udacity hand on board sequences. They also tend to have more of a formal, quality driven approach to the creation of material and more crafted and challenging assignments, problem solving and various levels of sophisticated software-driven interactive experiences. Peer work and peer-assessment, used to cope with the high teacher-student ratios. These tend to be more vocational in nature, VOOCs (Vocational Open ONine Courses), where the aim is to acquire a skill or skills. Udacity take this aapproach. Remember that Thrun and Norvig were not academics but corporate researchers working for Google.
  • synchMOOCs
    Synchronous MOOCs have a fixed start date, tend to have fixed deadlines for assignments and assessments and a clear end date. They often around the agricultural, academic calendar. For example, Coursera offer courses on strict standard end dates with clear deadlines for assignment. Udacity started with their ‘hexamester’ 7 week courses with fixed start dates. Many argue that this helps motivation and aligns teacher availability and student cohort work.
  • asynchMOOCs
    Asynchronous MOOCs have no or frequent start dates, tend to have no or looser deadlines for assignments and assessments and no final end date. The pedagogic advantages of asynchronous MOOCs is that they can literally be taken any time, anywhere and clearly work better over different time zones. Interestingly, Udacity have relaxed their courses to enrol and proceed at user’s own pace. Some sceptics point towards this as being a tactic to reduce drop-out rates due to missed assignment deadlines. Note that Coursera offers a completely open self-study option but this does not warrant a certificate of completion.
  • adaptiveMOOCs
    Adaptive MOOCs use adaptive algorithms to present personalised learning experiences, based on dynamic assessment and data gathering on the course and courses. They rely on networks of pre-requisites and take learners on different, personalised paths through the content. This has been identified by the Gates Foundation as an important new area for large scale productivity in on line courses. These MOOCs tend not to deliver flat, linear structured knowledge but leaning experiences driven by back-end algorithms. Analytics are also used to change and improve the course in the future. Cogbooks is a leading example of this type of MOOC.
  • groupMOOCs
    Group MOOCs start with small, collaborative groups of students. The aim is to increase student retention. Stanford, the MOOC manufacturing factory, has spun out NovoEd (formerly Venture Lab) which offers both MOOCs and closed, limited number, internal courses. They argue that some subjects and courses, such as entrepreneurship and business courses, lose a lot in looses, open MOOC structures and need a more focused approach to group work. The groups are software selected by geography, ability and type. They have mentors and rate each other’s commitment and progress. Groups are also dissolved and reformed during the course.
  • connectivistMOOCS
    Pioneered by Geperge Siemens and Stephen Downes, these connectivist MOOCs rely on the connections across a network rather than pre-defined content. Siemen’s famously  said “cMOOCs focus on knowledge creation and generation whereas xMOOCs focus on knowledge duplication”. More simply, Smith says “in an xMOOC you watch videos, in a cMOOC you make videos”. The whole point is to harvest and share knowledge that is contributed by the participants and not see the ‘course’ as a diet of fairly, fixed knowledge. These courses tend to create their own trajectory, rather than follow a linear path.
  • miniMOOCSs
    So far, MOOCs tend to be associated with Universities, whose courses last many weeks and often fit the semester structure and timetable of traditional institutions. We have also seem the emergence of shorter MOOCs for content and skills that do not require such long timescales. This is typical of commercial e-learning courses, which tend to be more intense experiences that last for hours and days, not weeks. They are more suitable for precise domains and tasks with clear learning objectives. The Open Badges movement tends to be more aligned with this type of MOOC.

Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What’s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it’s a start. I’d really appreciate any comments, critiques or new categories.

Did you think about what type of MOOC would you like to create?. We can’t wait to see what you create after completed “sMOOC Step by Step– Team UoMan.

Note: Article idea and some texts are taken from:
http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-taxonomy-of-8-types-of-mooc.html
http://link.springer.com/chapter/10.1007%2F978-3-662-52925-6_16
https://en.wikipedia.org/wiki/Massive_open_online_course#cMOOCs_and_xMOOCs

"How to Succeed in the English B1 Exam" 3ed EN

“How to Succeed in the English B1 Exam” back with news!

By | News, News about ECO | No Comments

THE THIRD EDITION OF ECO MOOC “HOW TO SUCCEED IN THE ENGLISH B1 EXAM” HAS BEEN CANCELLED

A new edition of our renowned ECO MOOC “How to Succeed in the English B1 Exam” is back with news on the 22nd of November. This six-week course is aimed at learners interested in taking an English B1 Level Language test and understanding the different components of this type of exam. The course focuses on learning strategies and tips to prepare for language tests efficiently. The main goal of this free online course is to help prepare students for any English B1 Level exam, such as  “Prueba libre de idiomas UNED CUID”. This standardized test comprises all linguistic skills (listening, reading, speaking and writing) and fulfills the requirements of official language accreditations, such as ACLES.

"How to Succeed in the English B1 Exam" 3ed EN

“How to Succeed in the English B1 Exam” 3ed EN

Some other important goals of the course:

  • To show participants the different components of the English B1 level exam.
  • To describe the assessment and marking criteria.
  • To share learning strategies and tips to help students succeed in the test.
  • To practice collaboratively written and oral English, creating a community of learning in which peer feedback is encouraged.

What does it mean to have a B1 Certificate in English? Having a B1 certificate in English is the key to success in many countries. While a degree and complementary courses can open doors, a B1 certificate in English can be an equally important part of your pitch for employment and further academic training. Due to the Bologna Process requisites, university students need to prove their language competence at different stages and for many purposes such as Erasmus mobility, graduating, entrance to master programmes, among others.

The MOOC starts next week but you already can enrol here. We are looking forward to seeing you aorund!