Author: Scott Moore

Question related to twitter usage for a class

I have a question for which I need some help.

I have a twitter account drsamoore. I am planning to use twitter for a lot of the communication for my class. Let’s call this class BA001. I see at least a couple of options for handling these messages in twitter.

  • I could have students follow my account, and follow my student accounts. For all messages sent out by me or students related to the class, we could add the #ba001 hash tag. This would keep all of my communications in one place (so as to not create some type of multiple personality disorder) but I am also aware that I have a variety of different people who follow me (many of whom are not students). These people would probably not appreciate getting all of the communications that I send out related to the class.
  • I could create an account in twitter ba001. I could then have students follow this account, and this account could follow the student accounts. They could append @ba001 to any public message about the class or they could begin any private with @ba011. If I thought the answer to the private message was of interest to all the students, I could simply send out a message from the @ba001 account. This approach would usefully segregate my messages (from the point of view of many of my followers, I’m guessing) but it would cause me to have to think about which part of me was sending the message.

I really don’t know what to think. Is this a common dilemma that I am facing? If so, how do people handle this? I would love to hear your thoughts about this.

A new teaching and technology initiative from Purdue

In this article on Purdue University’s student newspaper, Rachel Rapkin reports the following:

President France Córdova announced an initiative for college students around the world to access Purdue’s online courses. The system is called PurdueHUB-U and it includes a “blended format” class for residential students. … Through this website hub, residential students will be able to learn class content online by watching the lectures, submitting homework and taking tests. The actual class time will be used for activities, more engagement and participation.

In the article Purdue’s provost also points out that their research indicates that a blended learning model might be superior to online only or lecture only. Well, that makes sense to me, certainly. I also consider this a great way to make progress with this — conduct experiments with actual classes, learn from them, then make the technology more widely available. There are many steps before we have arrived at The Future of Education (drumroll, please!), but we’ll never get there without taking our first, tentative steps.

Delivering the right education at the right time

I have seen a lot of articles about challenges to traditional higher ed recently, and I’m not hopeful for the future of the university given the types of reactions I’m seeing from the field’s “leadership.” Here I show you a little of what I’ve been seeing and give you my take on the matters at hand.

The threat of MOOCs

Let’s consider MOOCs and the Professoriate by Kaustuv Basu at Inside Higher Ed. (This is a reflection on Tom Friedman’s very positive NYTimes article Come the revolution about MOOCs, Coursera, and online education, generally.) While it might be excused for a professor’s first reaction to the reality of online education to be defensive, by now we should be past this reaction. We should have moved on to figuring out how we can be part of the solution rather than part of the problem. By the tone of this article, many professors haven’t taken that step yet. The article ends with this quote from Margaret Soltan, who was the first professor at George Washington University to offer a MOOC:

“Online is clearly inferior, even if done very well, [compared to] face-to-face education and to the social rites of growing up which college represents for many, many people,” she said.

Knowing what the customer values

This is an example of a really dangerous way of thinking. (This is where I put my “business professor” hat on…) This is a very important point:

It doesn’t matter if their product is inferior. It doesn’t matter if a bundled good (the accompanying “social rites”) increases the value of your product. If the customer wants something else, then the organization that provides that new “something else” will win out in the end.

Let’s think about early 1970’s American cars (for example, the 1971 Chrysler Imperial). Was the 1971 Honda Civic a superior car? No, but Chrysler should have been extremely worried about it. Why? Because it addressed a segment of the population whose needs weren’t being met. It provided reliable, economical transportation. It didn’t have a big trunk and it barely carried 4 passengers, but sometimes what it provided was just enough — and it was a lot less expensive.

Or, for another completely different type of example, the 2012 Ferrari FF is clearly a superior car to the 2012 Ford Taurus. But should Ford be worried about the Ferrari? Remember, the Ferrari is clearly a superior product in almost every way. Why isn’t Ford worried about losing all of their customers to Ferrari? Well, the Ferrari is astoundingly more expensive; for many customers, the Ford delivers more value for the money. It is the customer who determines the value being received — not the product itself! Ferrari definitely has a market for their product, but Ford’s product is appropriate for a much larger segment of the overall population.

For an interesting aside, note that Fiat owns Ferrari and sells a variety of cars: Fiat, Ferrari, Maserati, and Chrysler. Not to put too fine a point on it, but this allows Fiat to sell a wide variety of cars to a larger, diverse, global market than if they just sold one line of cars.

In these two examples, if it’s not clear already, traditional universities (that would be me and my organization) play the roles of Chrysler and Ferrari. We have a well-defined product that hasn’t changed much. We are faced with a lower cost, somewhat comparable product (online education in a variety of forms) that provides a different value proposition than we do. We are the high cost provider who tries to integrate all possible benefits into our value proposition. This leaves us vulnerable to the threat of competitors who are able to unbundle these benefits in a rational way.

Conclusions

This analysis leads me to a few conclusions:

  • Not all students in all meetings of all classes need the high end product. Further, let’s stop pretending that all of our classes are a high end product. Have professors recently sat in some of these huge lecture halls where a majority of students receive a majority of their education? After doing so, it would be hard to defend the position that a well-done video lecture wouldn’t provide the same (or even more) benefit in many instances. Yes, small seminars do provide a highly valuable experience. But how many students experience this (and how often) in their undergraduate education?
  • There is a legitimate reason and justification to deliver different types of products (education) at different price levels, even if the same product (some particular piece of knowledge or learning outcome) is at the core. Universities should work at creating different products for different parts of the market, some with lots of human contact, some with less human contact, or maybe some programs with blended delivery. Parts of the market clearly hunger for a lower cost product, especially when they don’t see the value of the higher cost version.
  • Universities (particularly business schools) should think about spinning off a company that provides expertise in the job hunt to young job seekers (for example) — they could then sell this to the marketplace instead of just providing it to their current students. The university could also think about doing this with other services. Why wait for other companies to unbundle your services for you? Why not do it yourself?

If universities (and the faculty they employ) want to continue to exist for another century (or even couple of decades) at anything like the scale they currently operate, then faculty and should stop trying to wish the problem away and start trying to be part of the solution. Professors should experiment with different delivery mechanisms in your own courses on a small scale. University leadership should encourage this experimentation, be willing to forgive experiments that fail (i.e., complaints from students or lower course evaluations), and set up systems for sharing the successes and failures so that everyone can get better faster.

A variety of educational models from which to choose

Changes!

I was in a meeting yesterday where we were discussing different ways that we (as a school, or as faculty) might innovate in educational delivery. I felt I was flying a bit blind, bumping around in the dark, hunting for answers. I needed some type of landmarks for navigating this journey. The following are some of the high level organizational ideas that helped me think about the possibilities.

Available models

The models that I could come up with varied in several ways:

  • Are students learning at the same time?
  • Are students learning in one big group, or alone, or in “pods”?
  • Are students in the same place as the teacher?
  • Is the intermediary technology of extremely high quality or not?

I’m sure there are other ways that this pizza can be sliced, but this was helpful for me as I considered the possibilities…

Bored students are not the fault of the student
Same time, same place

This is the traditional method of teaching as practiced by universities and just about everyone else for hundreds of years. Before computing and communication technologies, there really weren’t any alternatives to this to speak of. Now, if traditionalists in the higher-ed community want to continue to offer this model, then the benefits of having students all in the same room with the teacher have to outweigh the serious costs and inconveniences of making that happen. Too often, students get lectured at in a classroom when they could have gotten just as much out of it on a YouTube video (given the chance he/she actually had to interact with the faculty or students). If universities want to continue to deliver this model, they are going to have to up their game.

Education delivered under this model certainly varies tremendously based on the number of students. We have everything from a small seminar with maybe 5 students, to a small classroom with 15 students, to a medium-sized class where everyone knows everyone else in the class, to a huge lecture hall filled with anonymous students.

Global education, any time, any place
Different times, different places

Of all the alternative models, this is the slow pitch over the heart of the plate (for those of you who understand “baseball”). Or the “gimme” for the golfers among us. Khan Academy has seemingly taken the world by storm with its self-paced tutorials on (seemingly) just about anything. My parents even asked me about them.

The myriad tools that make this model possible are widely (and cheaply) available. When professors create these resources to teach the “basic facts” of their course, this could free up class time for more valuable activities. It would also allow students to learn the concepts at their own pace and also ask questions before the class in which the concept is used, thus allowing more students to have a positive contribution to the activity.

Every professor should see this these technologies as a way of making his/her own teaching in a classroom better right now. It shouldn’t take a school initiative — just go do it.

Same time, single remote place (standard quality)

Here at Ross we have been doing this for nearly two decades in our Global MBA Program and now our ExecMBA Program (among others). The professor is in one place and the students are sitting in some classroom far, far away. This is fairly easy to do moderately well. The problem is the limited bandwidth between the teacher and the students in the class. It is really hard to get a dynamic classroom environment going — subtle clues are difficult to pick up, and it’s hard to get a quick give-and-take discussion going.

This model gets harder to implement well as the number of students increases, or the size of the display screen on either end decreases! All subtlety is lost in this type of environment.

Same time, single remote place (telepresence)

Telepresence is defined in wikipedia as:

Telepresence refers to a set of technologies which allow a person to feel as if they were present, to give the appearance of being present, or to have an effect, via telerobotics, at a place other than their true location.

The idea here is that the recipient end (classroom with students) has some pretty high-end video and audio technology which enables the students to get a much better sense of the professor being in the classroom (although she might be continents away). Most of the technologies today are related to conference rooms, but it is fairly easy to project that larger-scale implementations would give the impression of a faculty member lecturing at the front of the class (from the students’ side of things) and a faculty member seeing a roomful of students (from the faculty member’s side).

For now, this would be a relatively high-end, expensive undertaking; however, soon enough it will be expected. It is a nearly perfect tool for projecting a high end brand (e.g., a superstar professor from a highly reputable university) to classrooms all around the world. The professor could be in some production room anywhere (becoming more common all the time) and the students could be anywhere that the university is able to project its brand, to attract a large enough body of its students. Further, there’s no reason that all of these students would have to be in the same classroom. Why couldn’t there be a pod of students in Shanghai, another in Los Angeles, and a third in Sao Paolo?

If universities are worried about other universities moving into “their territory” now, they haven’t seen anything yet.

Yes, you could actually take classes in your pajamas
Same time, multiple remote places (singles)

This is a model that I described in a previous post, supported by tools such as LectureTools. The idea here is that students don’t necessarily need to come to a specific classroom in order to learn the material — all they have to do is watch, and participate in, the “broadcast” of the lecture. Under this model (practiced at the University of South Florida, among other places), students could either be attending a traditional university and taking the online class along with their other face-to-face classes, or they could be physically at home but attending summer classes back at school, or they could be “joint enrolled” in a class taught at another university.

Same time, multiple remote places (groups)

This is a variant of the previous model. It emphasizes the fact that there are benefits to having multiple students in the same room going through the process together. Maybe they work on exercises together; maybe they have group activities; maybe they have small group discussions at specified times during the class; maybe they have different skill levels so that one person can help mentor the other students. Any of a variety of circumstances might be applicable but, in any case, here we have the same remote educational process but students are attending the session in groups.

Blended models

Finally, the “unit of analysis” need not be a full semester class. It could be that a teacher organizes the class so that it meets once every couple of weeks in person and meets remotely during the other weeks. Or maybe there would be one in-person meeting at the beginning and then lots of smaller different time and different place learning activities for a month, followed by same time, multiple place sessions. The possibilities are endless — but only if teachers learn to think about applying the right teaching method to the right desired learning outcome.

Wrap-up

Certainly, the above taxonomy doesn’t cover all of the interesting dimensions that are available. A couple, right off the top of my head, are the number of students enrolled in the class (i.e., is this a MOOC?), whether or not the student’s performance is graded, and whether or not the student’s performance or capabilities are certified. All of these matter, but they are for me to think about at another time and place (ha! little joke!).

Let me know what you think about the above. Does it help you think about the possibilties? Any other big dimensions I should include in my thinking?

Tools for in-class group brainstorming and collaboration

In my last post I discussed my reasons for moving at least part of my case-based class to some in-class group brainstorming and/or collaborative work. The Web sites and tools that I am considering at first pass are the following:

Use case (or “how I think I want to use these tools”)

Here is how I envision using this tool in my introduction to business class. We generally begin a case discussion by answering some basic questions about the company and situation, and then try to identify the roots of the basic problem. Though these are straight-forward and expected questions, they tend to set an important foundation of common understanding for the rest of the discussion. A couple of problems tend to raise themselves here:

  • If the first student or two don’t get it, then the class can go off in the wrong direction for quite a while.
  • Only one or two students get involved in the initial discussion and get some buy-in on the case during this initial phase because this is generally a discussion with just a small number of students.

I want to have the students break into groups of 4-6 students and fill out a basic outline of information related to the case. Maybe I provide the outline or maybe they build it themselves. After 5 minutes of collaborative editing on the documents, each group would then also talk for another 5 minutes about what they have created, where they agree, and where they disagree. They would then post the document to the class Web site for all to see (so that I can learn their thinking about these cases). Then we could start the discussion. I assume that this would start from a better place and would allow us to have a more well-informed and directed discussion.

Desired features

Given the above I am looking for the following general features in this tool:

  • Multiple people editing the document
  • Ability to export the document to some archive format (PDF, RTF, or Word)
  • Ability to quickly re-organize a document
  • Show relationships among ideas
  • Ability to show high level view of relationships
  • Site licensing would be good, but free would be better
  • Ability to easily integrate with other tools and work habits
  • Works on multiple software platforms (Web, iOS, Android)
  • Works on multiple hardware platforms (laptop, cell phone, tablet)

Quick view

This table provides a quick overview of my impressions of each of these tools. Below I provide a more detailed discussion.

Tool Multi edit Export Reorg Relat Hi level Cost Integr SW plat HW plat
Mindmeister many many 5 5 5 Edu discount, expensive 5 Web, iOS, Android 5
Edistorm Unlimited Excel, PDF 4 4 4 Edu discount, $49/yr 4 Web, iOS 4
Google Docs Up to 50 Many 4 4 5 Free 5 5 4

More detailed discussion

Generally, each one of these tools could meet my needs. The choice of any one of them requires compromise. Overall, I found Mindmeister to be the clear features winner, but it is also clearly the most expensive tool by far. Google Docs is a tool that many people (and most of my students since we are now a Google Apps for Education campus) will be comfortable working in. Edistorm is a tool that I wanted to like more because I am definitely a “sticky-notes-on-the-wall” type of guy; in any case, it definitely still could work for many situations.

Mindmeister

This is a great application. It has so many features that it would take a while to get comfortable with them all but it still is basically straight-forward enough that a person could get comfortable with it during one session. I found its interface to be sleek, slick, and flexible. After creating a document, a user can then export it to just about any application that he might want to. It can also be directly integrated into the Google Apps platform, if desired.

As for the cost, currently the campus educational discount certainly helps. Let’s say that I have 60 students in my class, and my class lasts for 4 months. The cost for this period would be $240 — not an unreasonable amount, but certainly not inexpensive.

Edistorm

As I stated above, I am a sticky-notes kind of guy. I like working with a team standing around a space on the wall, each of us with our sticky notes, writing, pointing, placing and re-placing notes. It just works for me.

Edistorm works much the same way as this group sticky-note process (after your sign up for a free account, be sure to watch their brief introduction video; I wish I could give you a direct link, but they don’t provide one), but it has one drawback — it has a small screen to work with. If each student has a desktop with a 24″ monitor, I could see this tool working quite well; however, with the sticky notes themselves taking up a fairly significant footprint on the screen, it fairly quickly starts spilling over the edges of the screen so that you are then only able to see a subset of the sticky notes. The company is definitely aware of this as they provide lots of tools for working around this limitation. They have done a good job, but I think they need to take the next step and allow the sticky notes to automatically adjust their own size to fit the text. Maybe that would help.

Pricing here is much more reasonable. Only the administrator/teacher needs to pay in order for the students to work on a “storm” during a class. In order to get a reasonable amount of features, this means that the cost is $49/year, and this gets a teacher 2 currently active storms. It is quite reasonable that a teacher could have two different sections or classes using Edistorm without having to increase the cost. Quite reasonable.

Google Docs

Google Docs isn’t exactly a concept mapping tool (but it plays one in the movies…sorry) but its familiarity to students might allow them to become productive more quickly and with less “hassle.” GDocs is clearly a text-based tool that displays concepts hierarchically. It is clearly easy to move text from within a GDoc to another document, and these documents are viewable on just about any platform; however, as anyone who has tried to edit a GDoc on an iOS device knows, Google has not exactly done their best to integrate other hardware platforms into the application environment. I definitely would insist that students use a Web browser on a laptop or desktop instead of a tablet or phone — the functionality just isn’t there yet on these smaller devices.

Conclusion

I still have time before I need to make a final decision. I would like to use Mindmeister, but I need to make sure that I have the money for it. If not, then I would use Edistorm if they address the problem related to the size of the sticky notes. Finally, if neither of these options are available, then I will fall back on Google Docs; the functionality is there and students know how to use the application.

Now that I am relatively confident that these applications have the features that I need for this type of work, I need to think about what other uses they might have. But that will have to wait for now…

What do you think about these tools? Do you have any experience using them in the way that I describe? Did I miss anything? I would love to hear from you!

Moving from the Socratic method to in-class group brainstorming

In contrast to my writing so far on this blog, I teach one introduction to business class in which I don’s use any technology. I mean not any, unless you count a white board and pens as technology. It is a traditional Harvard-style case discussion class — three years ago I was tutored by two Harvard-trained professors in the method. I had never taught that way before, so it was quite a shock to me. No slides, no lecture, no pre-defined exercises…just discussion and the Socratic method. Yes, the teaching notes that I had written (along with my “board plan”) provided guide posts both for where I hoped the discussion would go and for the learning points that I wanted to discuss. But it is definitely a free-wheeling type of experience, one in which I really had to trust that my students would get us to the right place by the end of the class. I love the experience.

This last year I taught the class alone for the first time. I continued to teach case-based, but I made two slight changes. Both changes were in response to my observation about class participation. I have had between 52-68 students in any one section of this course. In any 3 hour session, each student can easily have 2 opportunities to make a significant contribution to the class. That’s in theory. In actuality, maybe 10% of the students barely ever say anything, no matter how much I coax them. Participation used to count 35% of the final grade, so a score of 25-50% on that portion would seriously hurt their final grade in the course. I don’t like this because I know these students have something to contribute, have something to teach the rest of us.

In response, this last year I cut participation down to 20% of their grade and added a blogging component (worth 20%) to their grade. This provided students with a different way of teaching and sharing with the rest of the class. While some students continued to have difficulty contributing during class, basically everyone seemed to do a good job with the blogs (which somewhat mitigated some low participation scores).

Those changes still doesn’t seem to be enough. I am still going to teach cases. I still think that students grow from the give-and-take that this method provides. I think the ability to speak clearly, to use evidence, and to defend one’s position extemporaneously are invaluable skills. Some students begin the term with so little confidence speaking to a room full of people (even though the group consists of their peers) that their voices shake with fear and nerves; many of these same students end the year with a vastly increased sense of value and confidence. I don’t want to take that away.

What I am thinking of doing is adding some group-based activities and discussions to the class. This might help those who need to try out their ideas in a smaller group. It also might allow more people to gain a better connection to the material since they wouldn’t have to wait for me to call on them — they could have their discussions and make their points within the small groups. I have always worried when there is group work and one transcriber who is responsible for putting the notes (that are supposed to reflect the group’s work) into the document. All too often, it ends up being that one person’s ideas. With some new software that is out there, I’m thinking of having small groups of students work together around a co-edited document, talking among themselves, working through ideas that appear, and preparing themselves to defend their proposal to the rest of class.

The Web sites and tools that I’m thinking about are the following:

Each feels slightly different and provides a different experience for the student. Have any of you had any experience with these in-class activities? If so, let me know in the comments.

Tomorrow I plan on writing about my explorations related to these three tools.

Using Twitter in a face-to-face class

I have previously used Twitter in my class with good results, but I found it more difficult to capture information from the class than I would have liked. I recently found another tool that actually makes my previously problems go away. In this post I describe what I did in my previous class, the problem I had, and the tool that is making my problem go away.

I taught a class on finding information on the Web (known as “BIT330”). Almost every day we had in-class lab exercises. Once every week or two I would ask the students to tweet their answers to certain questions or to tweet observations on specific tools (that I was particularly interested in, for instance). Part of the instructions in the class exercise write-up that I provided was to include #bit330 and some question identifier hashtag in the tweet.

The reason for tweeting with the hashtags was three-fold:

  • I used Twitterfall on a screen at the front of the classroom. I couldn’t recommend this tool more highly. It essentially is a live search; I would set up a search for #bit330 and then the tweets would slowly scroll down the screen (like a waterfall — get it?!) so that everyone in the class (including me, of course) could see the progression of students, the answers they were giving, the observations they were making, and the questions they had. This is a really cool addition to a class.
  • The second reason was that I could then capture the tweets and use them as part of my basis for establishing participation in the class. One time a student was logged on from home (or someplace other than class) and completed the exercises and sent the tweets.
  • The third reason was that I could capture the tweets and use them as a basis for learning about what exercises worked well, which needed fixing, and which needed replacing.

The trouble was that it was labor-intensive to get the information as the basis for points 2 and 3 above. I would run a search in twitter, and then I would repeatedly copy pages of tweets to a text file, and then I would use a short python program to turn the text file into a CSV file which is a better format as a basis for future computations (e.g., importing into a database file, as the basis for a word cloud, or whatever). This was all less than satisfactory.

The answer to all this is found in SearchHash (brought to my attention by the always-awesome Patricia Anderson). This tool will perform whatever search you want on recent tweets and will create a CSV file of the results. Problem solved!

It really is as simple as that. I can definitely see myself using this approach much more often in the future now that I know it’ll be so much easier to access the data.

What about you? Do you have any twitter-related tools that you use to support a face-to-face class? Or have you used these tools (successfully or not)? Share your stories!

Faculty uses for Google+ in support of teaching

I was looking through this presentation titled “31 Ways to Use G+ in Higher Education”, and I realized that this is quite significant to my life given the recent activities that the University of Michigan is taking in rolling out Google Apps for education. While I was on the Google Faculty Leadership Committee last year and I have something of a head start moving in this direction, I have not made many efforts to adopt the various parts of Google+.

The most promising of the tools that make up Google+ is Hangout. There are actually three different types of Hangout: Hangout, Hangout with Extras, and Hangout on Air. (Here is the page for help topics for Google Hangouts.)

  • Hangout: screen and document sharing among <= 10 people with accompanying video
  • Hangout with Extras: As far as I can tell, this is simply a Hangout plus the ability to name the Hangout, thus enabling invitees to more easily join the Hangout.
  • Hangout on Air: this is a limited feature version of a Hangout but with the added ability to broadcast the hangout to the world (via YouTube). Hangouts on Air (see this very useful video overview) provides an easy to use way to share videos with a wide audience. The best analogy that I can come up with is this: You are the performer in a small coffee shop who is broadcasting the show to the whole world. Just nine people can join you in the coffee shop (Hangout) but the the whole world can see the broadcast (On Air). In addition to being able to view the broadcast live, the video (which can later be edited) is automatically saved to your YouTube account.

The following describes my thoughts on how I might adopt these the different parts of Google+ in my classes. I list them in general order of my interest and probability of adopting them.

Hold virtual office hours in Google Hangout

I have generally held office hours in the Ross Winter Garden. It is easy for students to get to, my physical presence might serve as a reminder for students of my availability, previous students might stop by and say “hello,” and future students might come over for a chat. It is a win-win situation all around. Unfortunately, attendance at my office hours is sparse at best (other than the day before an assignment is due so I think it’s possible that another approach is needed.

It is always the case that some students can’t make it by during my office hours for whatever reason — they might be off-campus or they might have another meeting. I could use a Hangout a short couple of times a week even if I’m not on campus to meet with students when they are available — even one-on-one if necessary. For office hours a couple of days a week I could open a Hangout for 30 minutes or so in case students want to ask questions. While I have the Hangout window open, up to ten students at a time could attend.


A typical user of Google+ Hangout
A typical user of Google+ Hangout

Review a document with a student in a Hangout

You can start a Hangout with a particular student if you want to review his/her paper. You can share your screen with that student and point to parts of the paper while discussing it over video; if the document is a Google Doc, then you can actually collaboratively edit the document while in the Hangout. If you aren’t able to get together with a student for some reason, or if time is of the essence, then this certainly could be a useful tool to have available.

Hold meetings with distant teams

For student teams that you are working with (especially those located off-campus), using Google Hangout as a way to meet with the whole team seems like an easy and obvious win-win. Here at Michigan Ross, this should be particularly useful given out focus on action-based learning.

Use Hangouts on Air

I can see Hangouts on Air being useful mainly (probably due to a lack of imagination right now) if I had been asked to clarify a topic between classes and wanted to provide an answer before our next meeting. I could schedule a Hangout on Air broadcast for a specific time, up to nine students could join the Hangout, and then any other interested students could watch the broadcast on YouTube. I could also keep a chat window open at the same time so that anyone could ask questions.


Google+ Circles
Circles are definitely useful.

Create Circles as a quick way of sharing information with groups

I’m less sure about the usefulness of Circles. Don’t get me wrong — it’s a good concept — you know, wheels and all that. I’m just worried that students won’t want another stream of information to check during the day. However, if these do catch on, then faculty could use different Circles to share information with TAs, with specific teams or projects, or with the whole class.

No matter what I think about the usefulness of Circles per se, if a faculty member is going to use Hangouts, then he/she would definitely want to set up a Circle with all the students (plus TAs and graders) as members. This would enable a much easier way of targeting a Hangout to the class. The Circle can also be used to gather questions for the next lecture. It can also be used as a place to post answers to questions asked during office hours.

Use Google+Pages as a home page for the class

Finally, using Google+ Pages as a home page for the class is a convenience, again, if the class is going to have Hangouts (and an associated Circle). This provides a bit more clearly demarcated home for the class (and Hangouts and questions & answers); however, beyond that, I don’t see much functionality that attracts me. I have always appreciated having several separate streams of information that can be accessed (e.g., formal announcements from the professor, informal chat among class members, assignment announcements) and Google+ (Circles and Pages and Hangouts) are generally organized around one big stream of information — and it is actually called a Stream, so this isn’t a mistaken observation on my part. I still think there’s some need for a more structured course home page provided by a CMS or wiki (but, shockingly, I could be wrong).

Feedback desired!

What do you think about these technologies and their associated possibilities and pitfalls? I’m generally excited about trying some of them out on a larger scale (than just with my friends and family) but others of them I’m less sure. Is this something that you are excited about? Or does danger seem to be lurking?

Technologies for broadcasting your class

Last week at Enriching Scholarship here at the University of Michigan, Perry Samson — Thurnau Professor, founder of the Weather Underground, and co-founder of LectureTools — discussed a set of technologies for broadcasting your class. He uses these technologies to broadcast to remote students while other students are simultaneously in his classroom. I was so intrigued by his demonstration, I asked for, and today I received, a demonstration in my office by one of the sales people with the company. What follows are my impressions of the system, based on both his presentation and her demonstration.

These are the tools that Perry uses in his class:

These tools fit together well, but it was a bit confusing for me to get my head around. I’’ll try to give you a sense of what each piece does.

Splashtop is the easiest for me to understand, and the one that most people probably have the most immediate use for. At the most basic level, it mirrors your computer’s desktop on your iPad. In a classroom, it allows you to use your iPad as you walk around the room as the ultimate remote. You can control slide navigation while also being able to annotate the slides through your iPad’s interface. I never go anywhere without my Kensington wireless presentation remote; I appreciate being untethered from the lectern. However, walking around with the whole interface in my hands sounds like a real win-win.

LectureTools is more complicated to understand. This is a cloud-based service to which a professor uploads a PowerPoint or Keynote file. The professor, over the course of a semester, can upload all of his or her slides for a class. The service reads in the presentation file. In addition, the professor can insert what are called “interactive slides.” On these slides, the professor puts either a multiple choice question, a free response text question, a list of items (that students are to then rank order), an image (that students can point on), or a multimedia slide. At the appropriate time, the professor makes the slide visible to the class, and each student participates in the class by indicating an answer, writing a response, ordering the items, or pointing out an important part of the image. As the students are submitting their answers, LectureTools is collecting and/or summarizing these responses. The professor can them immediately share the students’ answers with the class and comment on anything interesting that pops up. This is quite a useful tool. It’s like a clicker on steroids.

Students, remote and local either log into the LectureTools Web site or use the iPad application to access the service. This gives the student access to a cloud-based copy of the presentation. This then gives the students the ability to do several things:

  • The student can take notes in a text area to the right of the slide area. These are not shared with anyone.
  • The student can draw directly on the slide; again, this information is not shared with anyone.
  • The student can type in a question that is immediately transferred to the professor’s dashboard. The student can see a list of all the questions (and associated answers, if the professor or an aide has provided any) that she has asked as well as those asked by other students. This ability to ask questions anonymously in this way has dramatically increased the number of students who ask questions during class according to the results of some experiments Perry has run.
  • The student can click on an icon to indicate that he/she is confused by the slide. The professor can see for any particular slide what percentage of students are confused.
  • The student can click on an icon to bookmark the slide if he/she thinks it is important to review later.

I found LectureTools to be a compelling tool. It is a bit rough around the edges, and is clearly still being developed, but I wouldn’t have any issues with using it in its current state in any class that I am presenting with PowerPoint or Keynote files.

Finally, Wirecast and Wowza are a program and a service that seem to go hand-in-hand. Wirecast allows the professor to produce live webcasts. You would either have to be fairly technically literate or have an assistant helping you out during a class, but this program would allow you to either broadcast from a classroom or anywhere on the road — on location at a company, in a hotel room, while interviewing someone at their work site…whatever you want. It’s a highly capable piece of software. Wowza is the service that broadcasts the stream to the Internet audience; it acts as the broadcast station on which your show (Wirecast) appears.

I can see the usefulness of a couple of these separately and all of them together. What alternatives are there? What am I missing? Have any of you had any experience with these, or competing, technologies? I would love to hear from you.

The online education wave: is it time to catch it or get swept away?

David Brooks, at The New York Times, wrote an intriguing editorial “The Campus Tsunami” (May 3, 2012) that provoked a lot of thinking on my part. Regardless of what I write here, be sure to read his article. It will be well worth your time.

What I do below is simply list a series of short quotes from his article followed by my reactions to each. As always, I am writing this as a long-time professor (though one not in any type of leadership position; these are simply my thoughts and do not reflect any “official” position) at the Michigan Ross School of Business.

The elite, pace-setting universities have embraced the Internet. Not long ago, online courses were interesting experiments. Now online activity is at the core of how these schools envision their futures.

This isn’t quite what it feels like from my position. From my office at Ross I feel like UM’s recent move with Coursera is happening at a place far, far away. Maybe it is entirely true that online activity is at the core of how UM envisions its future, but I can’t see it from down here in the weeds. (Not that anyone should tell me or anything; I’m just reporting what I see.) We are moving slowly and cautiously. I have hope that we’ll do something more soon, but I haven’t seen it yet.

What happened to the newspaper and magazine business is about to happen to higher education: a rescrambling around the Web.

Yes, yes, yes! Certainly, we have heard these proclamations before (Fathom comes to mind), but this time it feels like there’s more meat on these bones. With its OpenCourseWare, MIT has now been in this game for a decade. edX is a collaboration between Harvard and MIT in which they plan to “collaborate to enhance campus-based teaching and learning and build a global community of online learners.” The University of North Carolina now offers a fully online MBA program whose tuition is essentially equivalent to their in-person, on-site MBA.

Yes, stuff is definitely happening, and I don’t see it slowing down. It is going to change how the public and how the government view the concept of education and will change what they’re willing to pay for (and how much they’re willing to pay). Just like newspapers, we need to figure out what our revenue model is going to be and what expenditures we are willing to support, and these decisions better be right or we might find ourselves on the wrong side of the AOL/Google divide.

Will online learning diminish the face-to-face community that is the heart of the college experience?

I don’t think these are necessarily contradictory notions. I don’t see why online learning couldn’t coexist with face-to-face community in a traditional college. Here’s a couple of thoughts. Teach some classes using purely online learning to students on your own campus. Why? To reduce the number of classrooms needed, to increase the number of students who can take any particular class, to increase the number of classes you can offer at popular times. At the same time, continue to offer other face-to-face classes and other traditional college extra-curricular activities. If these are seen as providing a significant-enough value, then students will be able to justify the expenditure of attending a traditional college experience. I have lots more to say about this point, but I’ll stop for now.

On a related point, the unstated (and, by me anyway, inferred) question here is “Does online learning provide an inferior education to the face-to-face learning currently provided in the typical college experience?” Your answer to this question depends on how you think about education and what you think education is. I’m not sure that face-to-face learning is the what of education — it might currently be, and might have been (for the last several millenia), defined by this type of learning; alternatively, it might simply be the how of traditional education. Yes, people are wired fairly well to pick up on physical clues, tonal clues, and all sorts of implied communication when we are physically in the same room when we are communicating. On the other hand, I think technology is getting close to good enough (and might actually be there) so that taking an online class from an excellent professor would be superior to taking a traditional, face-to-face class from the average professor. It’s certainly something to think about (and experiment with). I think this points us in the direction of exploring online learning so that we can figure out how to do it better.

If a few star professors can lecture to millions, what happens to the rest of the faculty?

It’s pretty obvious, isn’t it? What happened to newsrooms in the last ten years? What has happened to corporate organizational structures over the last twenty years? Lots and lots of people in positions that were not rewarded by the market lost their jobs. Professors at MRFIHLs (major research-focused institute of higher learning) bring in revenue in two significant ways — first, by teaching classes with tuition-paying students, and second, by bringing in grant money from corporations or foundations. Many details are not clear, but it seems apparent to me that, as both direct state appropriations and tuition support programs continue to shrink, MRFIHLs are going to have to strategically reduce faculty. (As I have said before, I have more to say here but this post is already too long as it is.)

Will academic standards be as rigorous?

I don’t see why it wouldn’t be the case that some places have rigorous academic standards, and other places have almost no academic standards, with many others falling in-between the two extremes. Not much different than the current situation.

What happens to the students who don’t have enough intrinsic motivation to stay glued to their laptop hour after hour?

What happens to students at a traditional school who don’t have enough intrinsic motivation to go to class or to pay attention when in their class? Online learning is not a panacea for poorly prepared or minimally motivated students — it requires a different type of discipline but does not remove the need for it entirely.

Online learning could extend the influence of American universities around the world.

This is absolutely true. It is an amazing opportunity. This is why we should be excited about the new opportunity for extending our reach and effect on the world. Yes, it will be painful in the short term and require all of us to change our skill sets and comfort zones; however, the alternative is obsolescence or irrelevance.

Research into online learning suggests that it is roughly as effective as classroom learning. It’s easier to tailor a learning experience to an individual student’s pace and preferences.

These are seriously important questions: What types of teaching and learning can be most effective for online learning, and what absolutely depends on in-person and face-to-face experiences? Also, what types of information needs to be captured in order to create a personally-tailored learning experience that is most effective? These are significant areas for research, some of which will be generally available for public consumption, and some of which will be kept confidential for competitive reasons. MRFIHLs need to start addressing these now, or they risk being left on the sidelines as the global education market evolves.

People learn from people they love and remember the things that arouse emotion. If you think about how learning actually happens, you can discern many different processes. There is absorbing information. There is reflecting upon information as you reread it and think about it. There is scrambling information as you test it in discussion or try to mesh it with contradictory information. Finally there is synthesis, as you try to organize what you have learned into an argument or a paper.

For the “arouse emotion” comment: yes, yes, yes! I work very hard at this when I am teaching a face-to-face class. I want the students excited about something — anything — because I know that the engagement itself will help them both remember the material and feel better about the time spent in class. The question becomes “how can a professor do this when teaching an online class?” Well, I would think film, performance, and media studies would have a lot to say about this as well as studies of pedagogy.

As for the rest of the above paragraph (that is, the different processes), I think a question facing those who want to provide online education is “how can a professor enable or encourage or, even, recognize the appropriate time for these other processes?” The organization that can figure this out and apply it appropriately will have a leg up on teaching a wider variety of classes more effectively.

Well, that’s it for now. I know that the above is a lot to absorb, but Brooks’s article provided a lot stimulus. Let me know if you have any thoughts or reactions based on the above.

Dipping your toes into the wiki waters

A couple of years ago I started using wikis for my course Web site (example). My reasoning didn’t start out to be based on any great goals for students contributing to and building the course Web site. Nope. I was simply being lazy.:

  • I wanted the most impact for the least amount of effort on my part.
  • I wanted to be able to edit the Web site from wherever I happened to be, from whatever computing device I happened to have in front of me.
  • I knew that I would be putting a lot of content on the site (eventually). The site was going to be constructed on the fly during the semester.
  • I wanted the process of writing and formatting the pages to be flexible but straight-forward.
  • I also knew that it needed to be flexible, because I didn’t quite have the whole course planned out; I might have to put information on the site mid-way through the semester that I wasn’t planning on at the beginning of the semester.
  • I knew I would want to easily link between different pages on the site.

I was planning to use the site to store my own notes for the course, the syllabus for the students, announcements, class resources, and daily assignments. Nothing too fancy.

All of this pointed me toward using a wiki for the Web site. Then the question became “which wiki?” I had used wikis before but they were either too expensive so I didn’t use them, or they went out of business after I had begun to use them (this happened twice), or they weren’t flexible enough. I finally settled on wikidot. (Note: The only relationship I have with wikidot is as a satisfied customer.) I have been a fairly heavy user of theirs (note my guru status) for four years, and I couldn’t be happier with my choice.

I went on to use the wiki for a lot more than I originally conceived of, and that ended up being the frosting on the cake:

  • I designated one student each day to take (and post) notes for the class. After the notes were posted, all the other students could add to the notes.
  • I designated one student each day to write proposed exam questions (and answers) for that day’s material. After the questions and answers were posted, all other students could revise them.
  • Each day I had one student present an industry update to the class. They also were assigned to write (for the site) a short summary (with links) of what they presented to the class.
  • I assigned students to write about eight blog entries during the semester. They wrote these on their own wikis. When I found a blog post that I gave a perfect grade to, I had the student transfer the blog post to the class wiki so that others could see the types of blog posts that I particularly liked.

With a little guidance, the students quickly learned how to write these wiki pages. These were not information technology specialists but general business students.

Another benefit of the wiki is the version control of the system. I made students aware of this early in the semester — “if you make a change to a page, I can see who made what change, all the way back to the beginning of the semester.” It was very clear to the students that any type of digital vandalism wouldn’t be in their best interests. And it has never happened to me in any class on this platform.

I highly recommend that you investigate wikis for your class, and especially look into wikidot. I have had a great experience using this tool for my class. What has your experience been with wikis? Or have you discovered a better tool, technology, or approach? If so, please share it with me; I would love to hear about it.

Questions related to coming changes in higher education

At the session “Public Online Social Learning Environments” led by Patricia Anderson (mind map for session at UMTTC), we discussed a mind-blowingly expansive set of alternative educational (or teaching or learning) models. Also recently, Alex Summers at Edudemic wrote a nice article titled “The 10 Biggest Trends in Online Education Right Now”. Below I briefly recount a few of the issues mentioned; however, I focus my writing on the questions raised for MRFIHL (major research-focused institutes of higher learning — e.g., the University of Michigan, where I work).

Themes related to coming changes

These themes kept popping up during her talk and our discussion (I can tell you right now that none of these have anything to do with visiting beautiful old buildings on beautiful campuses):

  • Personalization: How can teaching be personalized to the needs of each specific learner? How is the educational program, plan, or content be specialized to the needs of that learner? Students are far less interested in taking the standard class (sequence, or program) and much more interested in taking what, specifically, is best for the student at this particular time.
  • Social: How can students link what they’re doing to the rest of the people in their lives, or at least to the other people going through the same learning process?
  • Free: Lots of really great educational resources are available for free online, with many from reputable sources (many universities world-wide, TED conferences, community organizations; more on this in a future post). How can a university justify (and thereby enable it to pay my salary) charging students such high fees?
  • Localization: Why should students have to come to one specific room in one specific campus in order to learn some material? Why can’t they learn from wherever they happen to be?Lots of technologies are available that allow this type of geographic dispersion to work fairly well.
  • Asynchronous: Why should students have to come together at a specific time to learn the material? If it is just to hear a lecture and not to interact with the other people in the classroom or the professor at the front, then what’s the purpose?
  • Qualifiable: Is the “teacher” or “organizer” qualified to lead the class? How do you know? Maybe more importantly, how does your future employer know, and does he/she care?
  • Transferrable: How can you get credit for what you have learned at a place other than where you learned it?
  • Open: Can anyone have access to the materials (assignments, lectures, learning tools) for the class? Or is there an application mechanism?

Online education specifically

Rather than recount Alex’s list here, I’’ll focus on the questions posed by a subset of those for MRFIHL:

  • Online education becoming more valued by employers: The perception of online education is improving. The benefits of online education are real — it isn’t always better than in-person education, but it does have benefits. Why shouldn’t a MRFIHL provide some online education when it is appropriate?
  • Hybrid courses are becoming more available: Hybrid courses, those that are delivered with a mixture of in-person and online, can be seen in a few more traditional universities. Again, there are benefits here, both in efficiency to the professor and student and in increasing the types of material and collaborators that can be brought to class. Why not start exploring this space and sharing our successes and failures?
  • Remote collaboration is a key benefit (teaching): Experts live all around the world, both in academia and in the RL, and it should be considered possible that they may not want to travel to Ann Arbor in the depth of winter (from November-April). If we integrate remote technologies into our classes, we could then get more used to involving these experts in our classes, and not have it be some type of special occasion. In theory this should raise the quality of the classes.
  • Remote collaboration is a key benefit (learning): Students come from all around the world. Technologies enabling remote collaboration have come a long way in the last few years, getting to the point where they are even non-remarkable (Skype, Google Docs, Google Hangout). Use of these tools should enable students to live anywhere where a reasonable telecommunications infrastructure exists and effectively participate in classes back at the MRFIHL. Why shouldn’t we use these technologies to reach out to this far-flung audience?
  • Digital content distribution is easily done: In contrast to paper- or book-based distribution, digital distribution is quite straight-forward. A whole industry and set of technologies exist to simplify this process (ebooks, PDFs, Kindles, LMSs, etc.). All of this allows students to access and interact with that content wherever they might be, as long as they are near a phone, tablet, or computer. And what student doesn’t have his or her phone nearby? So far, the reason that this isn’t done more frequently is that students still have work habits that are better supported with paper. If the benefits of electronic distribution were better taken advantage of, analog distribution would disappear quickly. What student wants to carry around a huge backpack of books?
  • Online education encompasses lots of choices: This isn’t just ebooks or a talking head in a video. As Summers points out, “These days students have a wide variety of tools at their disposal, including text chat, immersive multimedia, virtual classrooms, and digital whiteboards.” Why not experiment with these different delivery mechanisms and see what we learn about them? We may find that we enjoy using them; we may find that students appreciate the options and variety it gives them; we may actually find out that students learn just as well with these tools as with in-person classrooms.
  • Social media can be integral to online education: Students are certainly active with social media. Well, it turns out that social media (at least Twitter, blogging, Google Hangouts, and Pinterest) can be quite supportive of the educational process, too. Why wouldn’t a professor want students to be interacting with the course material at many touch-points throughout their lives instead of just in a textbook or during a lecture? Why not facilitate many types of discussions in many contexts in order to show the variety of ways that the class material can affect the student?

Answers?

So, what does this mean to me? Well, that will have to wait for a future post. This one is long enough (ummm, maybe it’t too long, Scott). For now, I would love to hear how you and/or your organization is addressing this. Are you using one-off experiments with individual faculty members simply doing it and asking for forgiveness rather than permission? Or is there an organizational push to get faculty to do this? I would love to hear your responses!

Huge success employing student blogging this year

This last semester I taught (for the third time) “BA201 Business Thought & Action”, an introduction to business class for sophomore business majors (52 in my class this year). The point of this class is to give students an overview of business as a whole, to give insight into the kinds of problems that business leaders think about. Students read two cases each week, and we discuss them in the weekly 3-hour class. (It wasn’t as painful as either I or my students thought it would be — time actually flies by!)

Given my natural predilections and my undergrad liberal arts education, I require that the students write and speak a lot. Twenty percent of their grade comes from in-class participation, and the rest comes from a variety of writing assignments (everything described in approximate terms of single-spaced number of pages):

  • A personal introductory essay (1pg)
  • 3 first-person analytical blog entries (1pg)
  • 6 blog comments
  • 2 third-person analytical writing assignments (2pg)
  • 1 major third-person analytical writing assignment (3-4pg)
  • 1 first-person summary introspective essay (1-3pgs)
  • 1 final exam (2-4pg analytical case write-up)

And, yes, I am crazy enough to grade all of that myself. Yes, I need help (mental and with grading).

Before this year participation counted for 30% of the student’s grade, but they really didn’t like that. They felt the number was pulled out of thin air. Certainly, it feels more nebulous than their writing grades. (More on this at a later time.) In any case, I added the blogging portion of the grade for the first time this year and reduced the portion of their grade that was based on their participation.

To get to the conclusion, I was overwhelmed with the students’ performance! Take a look for yourself here. Students did a simply amazing job at this task. I read every assignment and learned a lot during the semester. Here’s what their assignment was:

Write one blog entry every month. I assign each person to a specific day. Write your essay about something in the news during the last 1-2 days. For your first blog entry, you simply can write about anything news worthy. Your task is to briefly summarize the news item, provide some context (any other recent and related news), then write your personal reaction to the event (the more clear and controversial, the better), and ask for reactions. For the second and third blog entries, I expect that you will do the above but also apply concepts from class in your analysis. Twice each month, I expect you to write a coherent and thoughtful comment in reply to different posts.

Well, as I said, the students did great. Seriously, just look at this post as well as the follow-up comments. I could have pointed out any of several dozen different posts (and nearly did), but this one serves my purposes. Recent news item? Check. Draws on multiple concepts from class? Check. Clearly states point of view? Check? And did he bring a fresh viewpoint as well that was worth reading? Absolutely.

What did the students get out of this activity? Well, as you might guess, they saw that the concepts that we used in class are directly applicable to their daily lives and to the business world that they are entering. Which increased their engagement with the class and the material. Which makes me a happy guy, because I think the stuff that I am teaching is actually quite valuable for them. It was a good deal all-around.

Any reaction to this? Have you had a similar experience? Any tweaks (large or small) that you can recommend? Or any questions about the process I used? I look forward to hearing from you (former students included!).

Hardware and software for video creation on iPad 3

Aaron Valdez, of the UM LSA ISS Media Center, presented a session at Enriching Scholarship titled “Creating videos with iPhones & iPads.” You can see from these photos that he talked about and showed a bunch of accessories and software.


Blinged-out iPad and iPhone for video camera duty
iPhone (left) and iPad (right) blinged-out for video camera duty
Table full of iPad and iPhone video accessories

Table full of iPad and iPhone video accessories

What I’m going to capture here are my impressions of his recommendations related to hardware and software that would be most appropriate for turning the iPad (and iPhone, but I have an iPad so that’s what I’m going to focus on). My targeted use is to create tutorials, lectures, and other learning sessions in a room.

Also, I should be real clear here that Aaron definitely does not endorse the use of the iPad for professional or high stakes videos. If you have the money to invest in a dedicated video camera, then he suggests that you get one. On the other hand, if you have an iPad, he thinks that it is capable of capturing (and editing and publishing) acceptable video.

Simple tips for improving your videos

He basically started with a series of short tips that don’t cost anything or require you to acquire anything…other than a bit more expertise in using your device.

  • If you are going to record something for public consumption, by all means use the rear camera (which shoots in 1080p) and shoot in landscape mode in order to avoid pillar-boxing (the opposite of letter-boxing).
  • Tap on a specific point on the screen in order to set the camera’s exposure for that point.
  • Tap and hold on a point on the screen (until the box around the point pulses) in order to set and lock the AE/AF on the video. (This doesn’t work for the camera.)
  • When shooting a video, if you can’t use a tripod, then work to stabilize the camera as much as feasible by one of several methods: lock your elbows low and into your body; learn the art of smooth walking (like a marching band member); or put the camera against a wall or on a ledge of some type.

Stabilizing

When taking the video, the iPad needs to be mounted to a tripod. In order to do this, you need to purchase something like the Grifiti Nootle ($20). There is no clearly superior product out there now; this simply seems to be something that does the job.

Lighting

Here are some of his recommendations:

  • You should be careful to not backlight your subject; this is a pretty obvious one.
  • You should also avoid shooting at high noon or in a room in which light comes from only overhead. This provides a harsh light and can cast unattractive shadows (e.g., below the subject’s nose).
  • You should use a bounce to reflect lighting back onto the subject; this can simply be a big piece of white posterboard if you don’t feel like springing for an official bounce ($22).
  • In order to avoid the “deer in the headlights” look, put lighting someplace 3-5 feet to the side of the camera if possible.
  • A good starter lighting kit is this one by Lite Panels ($275).

Recording audio

This is where the iPad has the most deficiencies. It isn’t possible to change the audio volume or balance as it is recording — you just have to take what it gives you.

  • Shoot as close to the source as possible.
  • If there are a lot of speakers scattered around the room, then try to position yourself in the middle of the room.
  • If you are recording something at a distance, be sure to locate yourself away from people nearby who might be talking. The iPad will do its best to try to record the nearby audio instead of the distant audio.
  • For a microphone that can attach directly to your iPad, he recommends the Tascam IM2 ($50) somewhat.
  • For a more professional grade sound, he recommends the Rode VideoMic Pro ($150). To use this, you would also have to buy an adapter to connect it to the iPad.
  • You can mount your lights and microphone on the same tripod if you use this device ($32).

Apps

For apps he found some pretty basic apps that did all that you would need:

  • For a camera app, he recommends Camera Plus Pro ($2).
  • If you have had to record a video while walking around, he recommends using Dollycam to steady out the shakes.
  • For editing videos on the iPad, he recommends iMovie.

More advice & resources

Finally, for more advice on this subject, he recommends that you turn to the following:

So, while it’s not necessarily easy or cheap to get into producing videos at home, it certainly is easier and cheaper than it used to be — probably by an order of magnitude just in the last 5 years or so. The above should provide a good start for my fledgling videography career.

Do you have any recommendations for me as I continue my explorations and experimentations?