The Basics of Video Editing

You’ve recorded your lecture or instructional video, and now you need to edit it into something you can share with your students. With the complex elements and tools involved, the process to convert a simple recording into a full-fledged video can seem intimidating or daunting. While the technical side of editing can be very complicated, it’s a very simple and straightforward process.

Today, I’m going to walk you through the basics of video editing. Whether you’re learning editing for yourself or just interested in understanding the process, this post will give you an overview some of the elements of video editing basics. I’ll use Adobe Premiere Pro as our example, but video editing software like Camtasia, Final Cut Pro, and DaVinci Resolve have similar features. So, without any further ado, let’s begin!

Creating Accessible Learning Materials — Microsoft Excel

Hey there! Ready to continue learning about how to make your course materials accessible? In keeping with our theme thus far, we’ll look at another program in the Microsoft Office Suite–Excel.

How Much Is Too Much?: A Look at Tool Use in an Online Course

We’ve all done it. A new tool gets introduced, and we find several ways it can be applicable to the lessons we teach all in the pursuit of making sure the ways we present information to our students are relevant, interesting, efficient, and current. But is this actually helpful? Do our students get a better experience when we introduce the latest programs, software, and technologies?

Limited by Modality

Many conversations addressing education lately have returned to the way various designers, instructors, learners, and stakeholders define a particular modality and its effectiveness. Some individuals focus on a modality’s apparent constraints instead of its affordances as an excuse to do less or remain stagnant, while others view the very same limitations in addition to the modalities strengths as a way to explore more options for how to reach learning goals in a new way.

Looking Through a Learning Tool

There is a spectrum of opinion about online learning, inclusive of two polar opposite sides in the discussion: it’s either new and exciting and every course should be online, or it is a scary new technology that destroys the personal communication essential for a “good class.” As I consider this debate, something that both groups should realize is that it’s easy to fall into the trap of defining instruction through the use of a tool, rather than realizing there is an inherent separation between the instruction and the tool. Today I’ll explore the differences and how this separation impacts our design.

From Instructional Design to Learning Design

Student-Centered Design

Back in 1997, I was a member of the Ed Tech faculty at Northern Arizona University. We had decided to move our Masters of Educational Technology online—and did what an inexperienced faculty without support would do.

We took our face-to-face curriculum and put it online.

It went about as well as you would expect.

Going the Extra Mile: Understanding Non-Traditional Students

When thinking about the demographics of students currently enrolled in colleges and universities, we often first consider traditional students, between ages 18-24. However, enrollment trends in traditional, blended, and online programs are revealing that nontraditional students, those ages 25 and older, are becoming more and more prominent in the classroom. Today I want to discuss the dynamics of nontraditional students, the pressures they face, and what it means to go the extra mile in order to understand their needs and enable them to succeed.

Happy Holidays, from our eLearning Ecosystem to Yours!

Congratulations! You survived and got your final courses reviewed and published for 2018! Now’s the time for a well-earned break—at least that’s what we’ll be doing. Take some time to relax, and reflect on all the good you’ve done this year, and how you can improve in 2019. We can all be better.

Whatever your plans for the holidays, we hope you have a wonderful and relaxing time spent with family and friends, or just sitting by the fire reading a good novel. If you’re looking for some good choices, Jessica or Gary can probably toss some recommendations your way.

We’ll be back in January with our regularly scheduling programing—along with some fun new formats too!

Happy Thanksgiving!

Around Thanksgiving, it’s nice to pause in our busy schedules to consider what we’re thankful for.

Over the past year, our team had incredible opportunities to connect with others—on Model eLearning, Twitter, at conferences, and of course, on our own campus. Everyone we’ve talked to shares a drive to improve the learning experience for all learners. Whether you’ve followed from the beginning or just popped in to read a recent post, we’re thankful for what you bring to the conversation.

Have a wonderful Thanksgiving—we hope you have great food, good conversations, and return ready to finish 2018. We’ll see you next week with new content.

Rest from your Labors

Monday was Labor Day here in the States.

We were at a BBQ.

Classes start this week.

We ate too much BBQ and can’t find our keyboards.

Some of us were making spaghetti sauce.

OMG, CLASSES START THIS WEEK!

These are just a few of the many reasons why we’re taking this week off from giving you new content. We’ll return to our regular schedule next week.

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Student-Centered Design

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