Since 2001, the Media Centre of Aalen University has produced over 180 Streaming Media Lecture of over 20 different teachers. Students can watch those lectures from any place in the world. Basically, the production line can be divided into seven steps:
Figure 4. Production line of Streaming Media Lectures at University Aalen
1.Preliminary talk (producer and lecturer)
The lecturer and the producer talk through the lecture and divide it into 15 or 20 minute modules.
The producer and the teacher should arrange the modules so that they can be rearranged differently and can be used in other study subjects. For example, Aalen University has produced several modules on the basics of marketing for the international business students and today they are also used for optician students.
The lecturer receives a presentation master and a style guide.
5. Combing and publishing video with presentation: Streaming Media Lecture (producer or student assistant) With special authoring software for streaming media, the video will be combined with the slides.
Additionally some text objects, such as the name of the lecturer and of the module, and dynamic hyperlinks optimize the learning conditions for the students.
Those produced streaming media lectures cannot just be published on the Internet. The students need a learning environment which includes more than just content. Every learning module needs a learning goal, printed scripts, a printed presentation for taking notes, further literature, and a duration time. Some teachers even offer self-tests, which helps the learner to control their learning achievements. Additionally, the e-learning-modules need to be integrated into the whole learning experience, so the students will definitely need a learning concept so they will know what happens in face-to-face-sessions, and what to do during the online session. They need a timetable and communication tools.
Therefore, two steps need to be added to the production line:
6. Conception of the E-Learning-Course
In the learning environment (WebCT) the producer creates a course for the teacher with the following tools:
– Lecture Theme
– General Course Information (time table with face-to-face-sessions and online-session, list of teacher(s), tutor(s) and students)
– Syllabus (learning content and learning goals) – Table of Contents
Every learning module consists of a learning goal, further literature, a presentation (manuscript for taking notes), and the duration time for learning this module.
7. Final Check and Release of the course
The teacher checks the whole course; after this, the course is released to the students. The learning environment offers many more tools, for example for communication, group work, self tests, and tasks.
The Media Centre of Aalen University offers tutorials and classes for lecturers who want to broaden their online range.
Figure 5 shows the graphical user interface, which the students receive by logging in to WebCT. First of all, they find their course list. After they have chosen which course to study, they find a short course overview. In the table of contents 2. Optimizing the presentation (producer or student assistant)
The producer or a student assistant receives the presentation before the lecture will be recorded. They check over every presentation slide for graphical aspects, such as the arrangement to text and pictures and the readability. As the case may be, they optimize the slide (Microsoft Powerpoint).
3. Recording of lectures (producer, lecturer and students)
The producer records the modules (15 to 20 minutes) in the studio, up to a maximum of four hours per day.
Mostly, two or three lecturers share one recording day and lecture in turn.
4. Digitizing videos (producer or student assistant)
After the videotaping, student assistants digitize and cut the video, which will be saved as a Microsoft DV AVI (Adobe Premiere Pro).
For Aalen University and its research projects has it always been very important, whether E-Learning is affordable for educational institutions and whether it is possible to convert produce an appreciable amount of lectures into E-Learning.
The last six years has shown that we can reach a production rate from 1:10 down to 1:3. That means: for one hour streaming-media-content we only need three to ten production time (step one until five).
Figure 5. Streaming Media Lecture in WebCT
(1), they choose one unit (2). Our studies have shown that the students first watch the complete video once (3). After that, they print the presentation (4), go back to the video (5), and watch it step by step while taking notes (cf. Jans, 2005).
– … if the teacher stands to the agreements of the preliminary talk and is well prepared for the recording.
– … if the University does not produce the Streaming Media Lecture on-by-one, but rather offers a production week.
The Media Centre of Aalen University produced ninety different single modules for Master in Vision Science and Business. The teaches are from Aalen University, but also from Pacific University (Forest Grove, Oregon, USA) and New England College of Optometry (Boston, Massachusetts, USA). Streaming Media allows offering the students competence from all over the world.
Today teachers at Aalen University have the opportunity to record their lectures regularly. The production team consists not only of assistants, but also students help to produce new streaming media content and to advance to whole process.
4 Conclusion
The Paper describes the necessary planning and design decisions to be able to transform a face-to-face lecture to a streaming media lecture. Design decisions must be made for recording the film sequences, for the multimedia presentation of information and the hypermedia organization of information. These principles have to be considered so that the streaming media lectures meet the cognitive as well as the instructional standards. There is no such thing as the golden mean. Decisions must always be made with regard to the application of the streaming media lecture. The learner and his individual competences and technical requirements must always be taken into consideration for all design decisions. So far, the examination of the streaming media lectures has been largely isolated and the focus was on the medium as such. Streaming media lectures have to be integrated in a learning environment and must be combined with other didactical media and methods in order to have their full effect (cf. Jans, 2005, pp.53-72). This requires creating a learning environment that makes interplay of different media and methods in a socio-cultural context (cf. Bremer, 2001;
Kerres, 2001, p. 33). In this learning environment, the learners can control their learning process largely themselves and adapt it to their needs and experiences.
Further project information you will achieve under: http://www.medienzentrum.htw-aalen.de/streaming/
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This production rate can only be realized …
– … if a production facility for recording streaming media lectures is available.
– … if a streaming media server (real or windows media server) and an e-learning-environment is at hand.
– … if the teacher use the given templates for the presentation.
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