EDAD-616 & EDAD-608

1. Screen-Capture Instructional Technology for the Blended K-12 ClassroomJeffrey G. SmithSaint Mary's College of California EDAD-616 & EDAD-608

2. Overview • Multimedia Instructional Technologies • Brain Research • K-12 Research Study Results • Disruptive Innovation • Discussion

3. Traditional Face-to-Face Instruction The traditional face-to-face pedagogy uses one-time-only instructional content.

4. Online Learning • “On average, students in online learning conditions performed better than those receiving face-to-face instruction” (U.S. Department of Education, 2009). • “It is estimated that by the year 2019 about one-half of all high school courses will be online” (Picciano and Seaman, 2009, p. 20). • “About 80 percent of courses taken in 2024 will be taken online in a student-centric way” (Christensen, 2008, p.102). I. Multimedia Instructional Technologies

5. Online Learning • With diminished funding, many school administrators have begun to experiment with online instruction as a way to reduce the number of classroom teachers. • With severe budgetary issues and the legal requirement to maintain the state’s class-reduction amendment, Florida’s public schools recently chose to utilize courseware from Florida Virtual School. • “All there were were computers in the class,” said Naomi. . . . “We found out that over the summer they signed us up for these courses.” Naomi is one of over 7,000 students in Miami-Dade County Public Schools enrolled in a program in which core subjects are taken using computers in a classroom with no teacher. (Herrera, 2011, January 11)

6. Blended Learning • A student learning from an online curriculum does not necessarily require the physical departure of students from the classroom or the elimination of all traditional pedagogies.

7. Blended Learning • Blended Learning or Hybrid Learning is a course that blends online and face-to-face delivery, and where a substantial proportion of the content is delivered online (Picciano & Seaman, 2009). • As stated by the U.S. Department of Education, “Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction” (Means et al., 2009).

8. Blended Learning • Classroom students can learn in an asynchronous manner, unlike traditional instruction. • Classroom students have controloverpacing of their core instruction. • Classroom students have flexibility to go back and relearn content anytime and anywhere.

9. Blended Learning • Rather than teach “canned” online curriculum geared for a broader educational market, the use of a teacher’s locally relevant instruction can be maintained within a hybrid instruction. • “The relevance of knowledge to the community, to the individual person is different, therefore should be approached differently . . . Education should be very relevant locally, individually and personally” (Brown & Cooper, 2009).

10. Multimedia Production Tools • Screen-capture instructional technology enables teachers to easily produce their own in-house multimedia lessons for online or blended instruction. • Screen-capture software provides an easy-to-use process for developing movie segments from any movements that appear on a digital screen with the capability of adding audio messages for verbal explanation.

12. Multimedia Production Tools Electronic Whiteboards

13. Multimedia Production Tools Computer Software Applications

14. Multimedia Production Tools Video or Digital Camera Projectors

15. Cognitive Theory of Multimedia Learning II. Brain Research

16. Dual-coding theory stipulates that humans possess separate information processing channels for visual represented material and auditory represented material (Mayer, 2009). • Under cognitive load theory, the goal of multimedia instruction is to reduce extraneous overload while increasing germane [relevant] cognitive load. Miller’s (1956) Magic Number Seven, Plus or Minus Two. • An on-screen pedagogical agent, such as the audio or video of an instructor, can navigate or signal learners seamlessly toward relevant information within a multimedia lesson.

17. Screen-Capture Instruction vs. Textbook Instruction III. Institutional Review Board Pilot Study Results

18. Results - SPSS Table 1 CAD Pretest and Posttest Treatment or Control n M SD Std. Error Mean Pretest ControlTreatment 26 25 3.27 3.56 3.01 2.71 .58 .54 Posttest ControlTreatment 26 25 7.77 9.78 3.95 2.44 .77 .49 Note. Treatment = Screen-Capture Instructional Technology An ANCOVA test was applied to each individual CAD skill taking into account the covariates of the pretest score of each skill. The null hypothesis rejected the significance level of p < .05.

19. ANCOVA Results Table 1 Means for Subtest and Total Scores Note. * p < .05; the covariateof pretest scores were significant, while the overall F for the group was not significant.

20. Disruptive Innovation Lens • Disruptive innovation threatens the current trajectory of an established industry; i.e. mainframe computer industry / K-12 education. • As a result, the industry does not want and can’t use the innovation [instructional technology]. • Disruptive innovation will at first fill avoid [where traditional instruction fails]. • Once it is established, it will change the established industry and ways of practice. IV. Disruptive Innovation

21. K-12 Disruptive Innovation • Void 1 - Enable students to access a teacher’s audiovisual lesson fromhome. • Void 2 - Enable students to make-up or recover a teacher’s face-to-face lesson at school. • Void 3 - Enables for a student-centric & self-pacedlearning environment.

22. K-12 School Innovation Plan • Step 1Screen-capture all classroom face-to-face instruction into audiovisual multimedia lessons. • Step 2Upload all multimedia lessons to the teacher’s webpage / server (available for home & recovery). • Step 3Incorporate multimedia lessons for a blended learning classroom • Step 4 Enable one-to-one computing in a computer lab or with portable devices (asynchronous student learning).

23. Example: Math Screen-Capture Traditional Whiteboard

24. Example: Social Science Screen-Capture PowerPoint Software

25. Teacher’s Knowledge Requirement for the Effective Integration of Technology • TPCK Framework (Koehler & Mishra, 2008)

26. V. Discussion K-12 School Innovation Plan • Struggling students learn better from self-paced multimedia instruction versus high-achieving students. • Different K-12 ages and populations need to be studied, including minority and disadvantaged students. • Teachers are not being adequately trained or informed on how to use student-centric technology in the classroom.

27. References Christensen, C. M., Horn, M.B., & Johnson, C. W. (2008). Disrupting class: How innovation will change the way the world learns. New York: McGraw-Hill. Herrera, L. (2011, January 17). In Florida, virtual classrooms with no teachers. The New York Times. Mayer, R. E. (2009). Multimedia learning. Cambridge: Cambridge University Press. Means, B., Toyama, Y., Murphy. R., Bakia, M., and Jones, K. (2009). Evaluation of Evidence-based Practices in Online Learning: A Meta-analysis and Review of Online-learning Studies. Washington, D.C.: U.S. Department of Education Moreno, R. & Mayer, R. E. (2000). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology.92(4), 724-733. Picciano, A. G., & Seaman. J. (2009). K–12 online learning: A survey of U.S. school district administrators. Boston: Sloan Consortium.