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Ucm digital Objects Workshop Visit Report


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UCM Digital Objects Workshop Visit Report
Institution: Catholic University of Mozambique (UCM)
Date of the visit: 7th – 9th July 2010
Facilitators: Andrew Moore

Introduction


The workshop, held at the Centre for Distance Education at UCM in Beira, was designed to capacitate a small group of technical people to offer support to academic course developers and distance education materials writers in the creation of digital objects to supplement LMS courses and the Distance Education CD ROM materials. The focus of the course was to develop digital video, screen capture video and to create interactive objects (animation, simulations and drag n drop activities) using Flash.

Workshop structure and activities


In the three days of the workshop, the following aspects of e-courseware development were covered. The activities planned for the workshop are presented in Table 1 below.
Table 1: Actual workshop structure and activities


Date / Time

Session

Description




Wednesday 7th July 2010

08h30

1

Video for Education

  • Welcome

  • Expectations

  • Workshop goals

09h00

2

The Tools & Task

The storyboard - Groups have to outline a 1-2 minute educational video using PowerPoint’s clip art and text tools. Four storyboards are developed by each film team.

10h30




Tea

11h00

3

Filming the Educational Video

  • Roles are determined. E.g. Director, actors, prop manager, cameraman etc.

  • Storyboard acts as plan

  • Raw footage is shot. Retakes if necessary.

Raw footage is downloaded onto computers

13h00




Lunch

14h00

4

Editor (Intro to Camtasia Studio and Movie Maker (Live))

  • Basic tutorial on accessing footage and basic editing of raw footage:

17h30

5

End

Thursday 8th July 2010

08h30

6

Video for Education II

  • Review and Feedback of Day 1: Screening of the videos from Day 1 and discussion of challenges

  • Uploading video to YouTube and accessing it from within the e-UCM.org Moodle platform

  • Reflection on how to adapt processes for lectures and other learning objects

09h30




Screen Capture Video: Introduction to Camtasia Studio

Activity: Editing the video and inserting annotations

10h30




Tea

11h00

8

Screen Capture: Camtasia (cont.)

  • Editing the video and inserting annotations continued

  • Activity: Loading the completed product into Moodle

13h00




Lunch

14h00

9

Interactivity: Introduction to Adobe Flash

  • Introduction to Flash Interface

  • Tutorial: Creating simple animations (tweens)

    • Shape

    • Motion

Tutorial: Creating Motion and Shape animations

17h30

10

End

Friday 9th July 2010

08h30

6

Interactivity: Flash (cont.)

  • Introduction to Flash ActionScript

  • Button Interactivity

  • Tutorial: Making a simple multiple choice test/Simulation using buttons

09h30

7

Interactivity: ActionScript

Tutorial: Drag and Drop



10h30




Tea

11h00

8

Interactivity: ActionScript (cont.)

Tutorial: Drag and Drop



13h00




Lunch

14h00

9

Interactivity: Putting it all together

  • Assessment: Participants have to develop a small Flash test to supplement an e-course using hyperlinked buttons, multiple choice questions and interactive drag n drop exercises.

  • Uploading flash objects into Moodle tutorial

17h30

10

End:

Workshop attendance


Nine participants attended the workshop. The following individuals attended at least part of the course:
Micaela Roberto
Vitorino Ribeiro
Sidney Macumbe
Antonio Paunde Junior
Celostino Pempe

Taregererwa Maforo

Mauro Ribeiro

Rozendo Pedro

Amilcar Junior
It should also be noted that 5 of above have also attended the LMS I & II workshops.

Feedback


The core team was especially motivated and keen working late in otrder to complete assignments. They also produced some excellent products namely video and flash objects designed to support Moodle courses. The team has been ear marked to not only supply digital objects but too train new faculty members.

Progress with PHEA ETI projects

UCM has five PHEA ETI projects and progress on these is varied. Table 3 reflects the UCM projects and the project leaders.


Table 2: UCM PHEA ETI projects and leaders


Project Number

Project Name

Project leader

Project 1

UCM ETS and Policy

Wisdom Machacha

Project 2

UCM OER

Konrad Steidel

Project 3

E-learning

Ngoni Murimba

Project 4

Research on possibilities of e-learning in HE in Central and Northern Mozambique

Samuel Kusangaya

Project 5

Distance Education (CED)

Gerald Henzinger



Project 1 This project by its very nature has political undertones. Delays have been due to posturing and the need to build alliances as vacancies in the senior structure are scheduled to opened up. A senior management meeting, however, is scheduled for September 2010 where issues relating to policy will be discussed including ICT. A stakeholders meeting is due to take place in August specifically for the ICT policy and related documents. Various documents are in the process of development. An ICT policy document has been drafted but currently still needs a strategy to the deployment of e-Learning within the institution.
Project 2. (As reported in the LMS II report) A meeting with Konrad Steidel was organized and discussions took place about the project. He has given permission for this project to commence on August 13th and 14th. In the meantime SAIDE will be required to plan the initial workshop and collect an initial set of OER for distribution by OER. The following subjects have been identified by Peter Hillard who is the project leader:
Medicine:

Anatomy (on-line teaching materials with illustrations, interactive learning)

Histology ( on-line teaching materials with illustrations, interactive learning)

Radiology teaching slides oriented toward 3rd world problems of plain xrays (not advanced imaging modalities like MRI)

Epidemiology slides and case-based learning with problem sets

Infectious disease case-based learning

Physiology (any learning method except video/audio)

Problem-based learning cases in any area

Disaster relief interactive learning materials.

English (interactive learning)

Gastroenterology

Dermatology

Primary care case-based learning

Procedure skills learning materials (measuring blood pressure, microscopy, starting IVs and drawing blood, examination of the heart)

Physical exam interactive learning

Ultrasound (how to perform and interpret results)


Nursing:

Any slides/teaching materials in Portuguese for general nursing (not midwifery)


Projects 3 moved further forward (see LMS II report) as the Digital Objects workshop has capacitated a team to offer multimedia skills. The workshop was visited by a number of delegations. One group was from Millenium Bim (Bank) based in Maputu who were looking at the viability of growth within the CED and its need for funding while expanding. (The loan would be based on recouping debt owed by CED students to UCM). The second group from Makerere University (Uganda) has been contracted by the Ministry of Education and NUFFIC to determine the growth of e-learning in Mozambique and to determine where consultancy personnel can be drawn to encourage further growth in the country and region. All reported to be impressed with UCM progress and consider the institution a leader in this field.
Project 4 (As reported in LMS II report) seems to have new momentum after Monica Mowayo’s visit last week. Sam K reports the visit was useful and the research has been tweaked and new instruments developed as a consequence of her interactions. Also a cache of new researchers have been trained and will be deployed in both projects 3 & 4.
Project 5 This project has been slow to develop as a consequence of various changes in the leadership of the Distance Education Unit (CED). Margarita was replaced by Chombo and he by Wisdom Machacha. A new direction has been charted. The coordinators are currently involved with an overhaul of the curriculum. New course outlines and course maps are being developed as a priority and materials are being reworked to improve quality. Consequently the development of electronic support materials and ICT capacity for coordinators, tutors and students has been held over in part until the basic planning has been completed.

Conclusion: Synthesis and Reflection



Areas of success:

The workshop was popular and participants were committed and engaged, working late and developing materials of a good standard. They used the facilitator’s knowledge and skills and were not afraid to ask yet wanted to work independently.



There is an overlap of the participants selected for training and those trained to develop LMS courses. This means the team is well capacitated to develop educational materials that are strong pedagogically as well as technically sophisticated.
Areas of challenge:

The skills developed are not well known by staff and might be underutilized. Also this team now might be poached by other institutions who seek these skills. UCM will have to manage their talent if they want to keep them. The Vice Rector, Father Ponsi, is particularly concerned about this while Wisdom Machacha feels sending out his team further afield to train others will spread the cache of UCM.


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