![]() ![]() ![]() While the Zoom platform allowed us to reach our students remotely, the two of us with limited prior experience teaching via Zoom knew we weren’t reaching them emotionally. So when the pandemic hit and we moved online, the three of us had very different experiences during the second half of the Spring 2020 semester. In fact, we relied on the very capable services of various video production crews at MIT and the University of Tennessee, Knoxville. (Brian has been teaching online for years, so he was well prepared.) Despite having developed a considerable amount of online material in the form of massive open online courses (MOOCs), we (Andrew and Sean) had no experience delivering synchronous lectures or producing our own videos. Although clearly the right decision at the time, the switch to online-only lectures was quite a shock for two of us. Keywords: online teaching, distance learning, livestreaming, massive open online course (MOOC), gamificationĭuring the second week of March 2020, we were informed-along with most of our academic colleagues-that all of our classes were moving online immediately in response to the growing impact of COVID-19 in the United States. We conclude by documenting how other faculty have produced minimally sufficient studios for online teaching. Since different faculty will have different teaching styles and objectives, we have adopted a tour guide approach that describes the intent of each studio design, a complete listing of the software and hardware used in the studio, and a representative example of what the studio can achieve in practice. Instead, we borrowed ideas and tools from the gaming community. As we began building these studios, we found few applications in higher-education settings to rely on. This article guides the reader through three teaching studios developed for online synchronous teaching to very different student populations: a large (90-student) graduate-level healthcare finance course at MIT, an even larger (200-student) undergraduate-level statistics course at the University of Tennessee, Knoxville, and a medium-sized (50-student) graduate-level operations management course at MIT. And when you’re done, you can click the Screenshot button to take snapshots of the live images with annotations on them.Online teaching at higher educational institutions has become a much higher priority in the face of the COVID-19 pandemic, but most faculty and staff at these institutions are ill-prepared to adapt their teaching methods and content to this new medium. Special tools such as Protractor and Ruler are also available if you need some extra help. While doing so, you can use the Shape tool to draw lines or circles on the live images or use the Text tool to add customizable text. You can set up a live stream with the Live Broadcast feature, or record a video using Screen Recording. Next, open Annotator software to make use of the available tools. To view the live images of your materials on your computer screen, open Visualizer software. Be it recording science experiments, explaining math lessons, or showing specimens for geography lessons, there are plenty of ways you can use both software.įor a start, grab an IPEVO document camera and set it in a good position to capture your materials. Take your lessons to a new level by using IPEVO Visualizer software in combination with IPEVO Annotator software. Using IPEVO Visualizer software and Annotator software together for your lessons ![]()
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