Instructional Technology

Examples of U-M Faculty Using Lecture Capture (2009)

Many faculty members at the University of Michigan record face-to-face lectures. Some do this only occasionally because of conflicts between lecture times and a professional conference, for example, or in order to record guest lectures for students.  Some faculty members use lecture capture more regularly to provide students with additional learning resources. The examples below highlight some of the different ways in which faculty at U-M use lecture capture technology to enhance their courses and facilitate student learning. A link to Lecture Capture Systems and Support at U-M is below.

Mika LaVaque-Manty, Political Science, College of Literature, Science, and the Arts

Professor LaVaque-Manty began experimenting with lecture podcasts in 2006. He mainly uses podcasts in his large introductory courses, although he has used them at the 400-level, as well. He uses Profcast, a college-licensed, shareware application for the Mac. Profcast requires no additional equipment beyond a laptop because it resides on the same machine as the lecture presentation. It captures both the presentation slides--whether PowerPoint or Keynote--and syncs them with the audio. Professor LaVaque-Manty twice created a podcast-only lecture when he had to cancel the live lecture. Read more »

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Distance Learning Programs in Colleges at the University of Michigan

Updated 2013 Read more »

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Distance and E-Learning Tools

Source: Survey results 2004-05

The following are technology tools used for distance and e-learning in various school and colleges.

Course Management Systems

CTools (http://ctools.umich.edu).
For more information contact Diana Perpich (ctools@umich.edu), Educational Technologies Consultant, Training Coordinator, USE-Lab, Duderstadt Center

Sitemaker (http://sitemaker.umich.edu).
For more information, sitemaker@umich.edu. Read more »

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Teaching with Clickers : Technology Support

Although clicker technology is relatively easy to learn and use, studies show that technical problems during lecture remain a major cause of student negative attitudes (Draper & Brown, 2002; Zhu et al., 2006, 2007). Instructors and students may encounter a wide range of technical problems with clickers. For example, Zhu et al. found that students faced difficulties logging in and finding the network, but that faculty, on the other hand, tended to struggle with software issues, correctly displaying students’ responses, and properly managing students’ records. Although faculty may receive some training before using clicker technology, they need to reach a certain level of proficiency. Instructors should make sure that the software is stable so that fewer problems will occur when they actually use the clicker system in the classroom. It may not be necessary to offer training to students, but there should be a designated place where students can get help should they have problems with their clickers. Since technical problems sometimes surface in the first couple of class sessions, students should have the opportunity to practice responding to clicker questions before faculty test them during lecture and link their responses to course grades.

 

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Resources on Classroom Response Systems

Transforming Student Learning with Classroom Communication Systems (Documents Contributed by ECAR, 2004)

Abstract: Since 1993, the University of Massachusetts Physics Education Research Group (UMPERG) has developed curriculum and pedagogic techniques for use with classroom communication systems (CCSs) and has researched the effectiveness of CCS-based teaching. This bulletin describes how CCSs can influence "interactive pedagogy" and fundamentally transform the learning process. It includes advice drawn from lessons learned through a decade of experience.

Classroom Response System Bibliography
http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/cr...

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