Screencasting Academic Staff Autonomy in Digital Fluency Development : Added value, synergies and optimal sequence in deploying short, focused, bespoke videos in Staff CPD

Anastasios Vacalopoulos

ISBN 10: 6200220492 / ISBN 13: 9786200220493

Published by LAP LAMBERT Academic Publishing, 2019

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Screencasting instructional videos that mainly involve recording a voice over a 'screen walk-through process', are a great aid when it comes to supporting learning and teaching in Higher Education (H.E). Their simple nature that manages to quickly add value in any learning and teaching context has mainly been the reason why its emergence saw many institutions making full use of this 'capturing tool' to provide simple, generic, 'how to' technical guides to students, academic support staff and lecturers. By exploring the various sequences in deploying these short, focused videos, this paper will demonstrate that academic staff can really benefit from mixing and matching instructional videos in a flipped, face-to-face and extended classroom context. The synergies from this holistic approach which deploys a creative amalgam of best practice in a unified approach brings considerable added value in comparison to past dichotomies in implementing, monitoring and following up a techno-pedagogical model of Continuous Professional Development for academic staff. This seems to bypass many problems that derived from previous approaches that showed specific preference for one method.

Seller Inventory # 9786200220493

Bibliographic Details

• Title: Screencasting Academic Staff Autonomy in Digital Fluency Development : Added value, synergies and optimal sequence in deploying short, focused, bespoke videos in Staff CPD
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2019
• Language: English
• ISBN 10: 6200220492
• ISBN 13: 9786200220493
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 8D millimeters 220 millimeters width by 150 millimeters height by 8 millimeters depth
• Weight: 197 grams

About this title

Synopsis

Screencasting instructional videos that mainly involve recording a voice over a ‘screen walk-through process’, are a great aid when it comes to supporting learning and teaching in Higher Education (H.E). Their simple nature that manages to quickly add value in any learning and teaching context has mainly been the reason why its emergence saw many institutions making full use of this ‘capturing tool’ to provide simple, generic, ‘how to’ technical guides to students, academic support staff and lecturers. By exploring the various sequences in deploying these short, focused videos, this paper will demonstrate that academic staff can really benefit from mixing and matching instructional videos in a flipped, face-to-face and extended classroom context. The synergies from this holistic approach which deploys a creative amalgam of best practice in a unified approach brings considerable added value in comparison to past dichotomies in implementing, monitoring and following up a techno-pedagogical model of Continuous Professional Development for academic staff. This seems to bypass many problems that derived from previous approaches that showed specific preference for one method.