Recent updates
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Online Exams – APS105 Experience (Prof. Phil Anderson)
Updated onArticleWe wish we'd thought of it, but we didn't! This technique was documented by Prof. Anderson and used as the final assessment process for APS105 during the Winter 2020 term. It explains the consideration between different final assessment tools and why and how the course landed on the process they did. You can read the process below (or download the PDF, below).
Teaching with Technology Resources Examples from Colleagues Online Summative (Final) Assessments
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Screen/Audio Capture in Windows 10 (Prof. Bradley Saville)
Updated onArticleWe wish we'd thought of it, but we didn't! This technique was documented by Prof. Saville and used while recording content for his Chemical Engineering courses. It's a great alternate to SnagIt and provides much the same functionality.
Teaching with Technology Resources Examples from Colleagues Video Production (Screen captures, picture in picture, etc.)
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How can I set up my hardware and software?
Updated onArticleWell before your first session, you'll want to set up and test your set up - this include both the equipment you'll be using (computer, device, camera, microphone, headphones, etc.) and the software (webinar tool, recording software, content authoring software, etc.). There's no magic combination but in general, for a synchronous session, you're looking for an HD webcam and an external microphone (while some built in cameras are high quality - especially in newer devices - a general rule is that built-in microphones still leave something to be desired). Turning on your webcam while moderating/leading a session helps to build a connection with those attending (see building instructor presence).
Teaching with Technology Resources Synchronous Online Activities (Webinars, livestreaming, etc.) Overview of Tools
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Preparing and rehearsing your video before recording
Updated onArticleA very common method of creating lecture content it to record what is happening on your computer screen. This could be a powerpoint presentation, a coding environment, a web tour, or anything that is relevant to your learning objectives. Before you begin, and this means well before you sit down to record a new piece of content, there are a few things that will save you some time and help you create great content.
Teaching with Technology Resources Self-Capturing (Video/Screen Captures, Filming-at-home videos, etc.) Creating video content
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How do I create automatic captions for my uploaded videos?
Updated onArticleYou want to add captions into your videos to make your content accessible for your students. Microsoft Stream is currently licensed by the University of Toronto and is a video hosting service (see which video hosting service should I use?). It be can be used speech recognition technology to automatically create captions for your videos. Microsoft Stream enables you to use captions in multiple ways: When watching a video, you can select to see captions at the bottom of the video. Captions are concatenated to form a transcript, which is available in the transcript window. Captions are indexed, so you can go directly to a specific location in a video by searching using deep search.
"How to" Technical Guides (UofT's Academic Toolbox) Microsoft Office 365 Microsoft Stream
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Prepare yourself for video production
Updated onArticleYou're likely thinking of using some type of video format in your module. There are many things to consider while selecting a method for your content generation. Here are a few to keep in mind: How much time do you have to devote to creation? The timeline for your project will have a large factor in determining what technique you'll implement. It is critical to evaluate how long each video takes to create and produce, how many videos you'll require to encompass your content, and how many hours you have to work on the project before launch. How technically inclined are you? Different personalities enjoy the video creation process differently. Some people shine on camera, while some excel on the technical end (and a lucky few can do both!). Play to your strengths and ask yourself honestly whether you have the time and the desire to learn a new software suite, to invest in hardware, to test your video process, and to produce and upload video content - as well as the other pieces that compose your project. How many videos will you be producing? As with your timeline, the scope of the content of your project will also be a limiting factor. If you're creating content that equates to a full course, you will likely need to come up with a process that is easy to reproduce (while maintaining quality). If you're creating one or two special topic videos, you might be able to spend more time and budget on higher production values (ex. on site shooting). Do you have any budget for assistance? Depending on your Faculty, you'll have different built in options for pedagogical and technical support. The first step would be to investigate options for support that you already have available to you. Secondly, if you have a budget, you can look at hiring support, buying equipment and software, or another option that helps you accomplish your project. When selecting a method, it is important to consider not only the time it will take for development but also that your method (and your end product) correspond with your pedagogical goals and learning objectives. You'll likely choose to use a combination of options, depending on the nature of your content. For example, many online courses have had a positive response when each week began with a on-camera brief welcome and overview (under 30s), followed by chapters of content (the equivalent of the content that would have been covered in lecture that week), and supplemented with at home webcam videos to answer any questions that popped up during the week. This provided a nice blend of personality with professional and easily re-usable content.
Teaching with Technology Resources Self-Capturing (Video/Screen Captures, Filming-at-home videos, etc.) Before you Begin
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Select between full or partial screen recording
Updated onArticleThis guides demonstrates the differences between a full screen capture and a partial (region only) capture - both are technically doable using most screen capture software. They are used in different use cases and you might switch back and forth depending on the task at hand. Questions to ask yourself: Is the application important to this task? If you are demonstrating how to solve a solution using Excel, or how to create a CAD drawing, you'll likely want to include the full screen so that you can capture every step of the process (especially if you are teaching students how to accomplish this on their own). Does the screen include information that students do not need to see? If you are creating a lecture video, you might have your notes on the screen to read while recording your audio. These notes would not be part of the final video, so you might use the region record option to only record the content region.
Teaching with Technology Resources Self-Capturing (Video/Screen Captures, Filming-at-home videos, etc.) Creating video content
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How can I apply a template to an existing presentation?
Updated onArticleThis tutorial instructs you on how to apply a custom theme (otherwise know as a template; this is a .ppt file type) to your powerpoint presentation. The last step is very important, if you are planning on capturing this presentation as a screencast video because you'll still want to change your default slide presentation ratio (4:3) to the widescreen ratio (16:9). NOTE: This guide does NOT provide instructions on how to create and/or save a custom template.
"How to" Technical Guides (UofT's Academic Toolbox) Microsoft Office 365 Microsoft PowerPoint
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How can I set up SnagIt for high quality recordings?
Updated onArticleThis guide documents recommended settings to ensure compatibility with editing teams as well as optimal production for uploading to video hosting services.
"How to" Technical Guides (UofT's Academic Toolbox) TechSmith SnagIt Recording
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How can I use self-captured recordings in my course?
Updated onArticleYou can use video to support many types of teaching activities, including lecture (concept sharing). You can also use it to introduce your students to how your course works, by providing a video walkthrough or narrative that details your course structure as well as your expectations as to how to participate in your course. This is one strategy to increase instructor presence in your course (whether that course in online/remote or in person).
"How to" Technical Guides (UofT's Academic Toolbox) TechSmith SnagIt Recording