Rafael Morales, Jr.
Return to: ETAP_623_Fall_2016
Latino (Dominican) Born and raised in New York City, live in the Bronx, NYC
Currently work for the City of New York as a trainer/webcast developer
Graduate of Buffalo State College (Public Communication, BA)
Professional background in training, communications, and video editing
Took a break from the CDIT program, and now I’m back
I hope to complete the CDIT program and transition into an Instructional Designer and Curriculum Developer for adults
Huge NY sports fan (Mets, Jets)
Big pop culture fan, especially film
My mini-course will help teachers/instructors learn the importance of teacher presence in an online course and how to establish and enhance it using video technology. Specifically, how to use the online tool Screencast-O-Matic (a web-based screen recording application) http://screencast-o-matic.com/
Students report that they feel somewhat disconnected from a course when they take a course online or when Web-supported instruction replaces the face-to-face class meetings. The challenge in designing Web-supported courses in any discipline is for instructors to establish their “teaching presence” with their students." (Paula Jones, Kim Naugle & MaryAnn Kolloff : Learning Solutions Magazine. (n.d.), P.1)
Problem: Aiding participants (educators) in examining the subject of "teacher presence" and how creating an effective screencast (video) will enhance and supplement their traditional and online course instruction.
What is to be learned: How to create a screencast using an an online resource (http://screencast-o-matic.com/). The screencast will be a support traditional classroom and online teaching.
The Learners: Participants that are educators that may be inexperienced in creating a screencast or an online teaching tool.
Exploring problems and solutions: Participants may be not understand how to create a positive "teacher presence" in their course. Participants may not be aware of the screencast technology and or resources available to help them create an effective webcast. Participants my have never have created a screencast. Solutions may include having participants understand how to establish a positive "teacher presence" in their course and integrating a screencast along with it to enhance their student's engagement and interaction in the course.
Goals: Participants will be empowered with the concept of how to establish a positive and sufficient "teacher presence" and a tool that will enable them to create a supporting effective screencast for their students.
At the conclusion of the Mini-Course, learners will be able to:
- Describe teacher presence and its importance in online learning
- Register and discover the features of the Screencast-O-Matic online recording tool (http://screencast-o-matic.com/)
- Create a video/screencast using Screencast-O-Matic
- Watch videos on Teacher Presence
- Learn about Community of Inquiry model
- Register for an account with Screencast-O-Matic
- Discover the main features of the application
- Create/record a screencast/video using Screencast-O-Matic application
- Archive the screencast or save the video
References and Resources
Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors' Perceptions of Instructor Presence in Online Learning Environments. International Review Of Research In Open And Distributed Learning, 17(4), 82-104.
Paula Jones, Kim Naugle & MaryAnn Kolloff : Learning Solutions Magazine. (n.d.). Teacher Presence: Using Introductory Videos in Online and Hybrid Courses Retrieved December 14, 2016, from https://www.learningsolutionsmag.com/articles/107/teacher-presence-using-introductory-videos-in-online-and-hybrid-courses