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VIRTUAL ROUNDTABLE
ing learning strategies. Furthermore, a 21st century view of learner success requires students to not only be thoughtful consumers of digital content, but effective and collaborative creators of digital media, demonstrating competencies and communicating ideas through dynamic storytelling, data vi- sualization and content curation. As instructors create as- signments and develop rubrics for assessing new forms of student work across academic disciplines, faculty and students would benefit from access to new collaborative spaces with the technology and consulting expertise to suc-
4) Enterprise-wide Video
Goodrum: Being relatively new to Oregon State, I’m lucky to work with Raul Burriel (the streaming media coordinator for Information Services), who was interviewed this past May by Campus Technology about lecture capture, but also mentioned online video platforms that provide enterprise capabilities for recording, managing and delivering videos. In short, at the technological level, institutions are increasingly looking at video holistically. It shouldn’t matter where your video was made, what equipment or device was used to
of consumer smartphones, action cameras and even drones have attracted amateurs and professionals alike. The demand for support for digital fluency is growing; everyone has video tools in their pocket; and communicating via DIY media is increasingly commonplace. An enterprise-wide video strategy can help people throughout the institution convey their work, research and creative activity.
Vedantham: I agree with David on the value of a single video platform that is enterprise-wide. It’s a hard goal to achieve, but without it, it’s very difficult to stream- line and coordinate across departments. Most universi- ties agree that a common e-mail and document-sharing platform makes sense, and I see a common video plat- form as the next step as we continue to integrate video into our teaching practice.
5) Mobile Tech and
the Internet of Things
Fodrey: The work being done across higher education institutions is becoming increasingly mobile, virtualized and geographically dispersed, which affords us to be more collaborative, effective and readily available. Mobile technology provides instant gratification both for efforts inside the classroom and out, but it also increases demands on resources and the expectations of many. Oftentimes, it is managing those expectations that can
“At the technological level, institutions are increasingly looking at video holistically. It shouldn’t matter where your video was made, what equipment or device was used to make it, or where you’re going to use it, because everything should be connected.” — David Goodrum
cessfully complete media-rich assignments and projects. One example at Oregon State is in general biology cours- es, where Senior Instructors Lesley Blair and Mark Lavery infuse their own lectures with media-rich components and have their students include their own media elements in as- signments and social media postings. You can follow their journey in changing biology education at vividscience.org and @VividScience on Twitter.
make it, or where you’re going to use it, because everything should be connected. At the same time, we mustn’t conflate everything being connected with needing to buy into one single product. What we should look for is modularity, compatibility, adherence to standards (for formats and integrations as well as data), accessibility and ease of use. We exist in a world today where video equipment and tools are becoming modular and compatible, and the capabilities
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CAMPUS TECHNOLOGY | January/February 2018