Center for Online Learning
Georgia Southern University

Lightboard Video Showcase

Lightboards are one of the COL’s best and most innovating offerings. The Lightboards assist faculty members transition from using chalkboards in face-to-face classrooms to publishing the same lectures online using digital video. This is a showcase of several faculty members utilizing the Lightboards to enhance the way they teach and deliver lessons online.

Lightboard Demonstration

Lightboard Video Demonstrations

David Bradley
Department of Geology & Geography

David Bradley

Topographic Maps, David Bradley

Description: I had an extremely positive experience in creating a Lightboard video for my 1340-01 class, Environmental Geology. This class is an online science class that has a lab associated with it. As you may have guessed, it is extremely difficult to incorporate lab exercises into online classes. One of the most challenging aspects is the delivery of lecture material as lab classes typically have hands on learning aids and are not typical lecture presentations.

The Lightboard proved to be a perfect combination of technology and practical delivery for the class as I was able to project the image of a topographic map on the Lightboard and discuss it as the students presumably had the map at home. The idea of projecting the map onto the Lightboard was only introduced to the staff the morning we were to shoot, and they went out of their way to quickly and efficiently develop the technology to make the project a success.  The result is a very professional and functional product very appropriate for online learning.

Julie Garlen
COE, Teaching and Learning Department

Julie Garlen

Teaching for Social Justice, Julie Garlen

Description: For my Lightboard project, I produced a series of videos for my courses in elementary social studies methods. The videos were designed to introduce students to the relationship between social studies and social justice. In this video, I provide a basic definition of what it means to teach for social justice. I describe some foundational concepts, including ideology and oppression, that students need to understand in order to grasp the goal of social justice-oriented teaching. This video was used for flipped instruction for my undergraduate course and will be used as a module resource for my online graduate course.

Reflection: My desire to learn how to incorporate Light Board technology into my teaching stemmed from two current goals I have for improving my teaching strategies, which are increasing my pedagogical “presence” in my fully online courses and exploring a flipped instructional model for my on-campus undergraduate course. My students have found the videos to be engaging as a supplement and sometimes a substitute for text-based assignments outside of class. Producing the videos was easier than I imagined, and I’m excited to create additional resources that I can use to enhance my online classes and the online component of my on-campus classes.

R. Lainie Harris
COBA, School of Accountancy

R. Lainie Harris

The Levels of Scrutiny, R. Lainie Harris

Description: For Legal Environment of Business, many complex concepts are easier to explain with a visual, whether it is a power point slide or chart drawn on the whiteboard. After I began teaching the course online as well as face-to-face, I began to explore ways to accomplish explanation of the most complex concepts in the online environment. I found a useful tool in the Lightboard project. Not only is it cool new technology, which is fun to use and interesting to watch, the medium works to communicate the visual and the explanation I need to encourage student learning in my course.

Reflection: I was eager to jump right in and shoot a Lightboard video because, in line with one of the learning objectives of the College of Business (students are expected to select and use information systems that support key business processes), I saw it as yet another opportunity to encourage students to develop their ability to manage and use technology. Now, after completing my first video, I have been so pleased with the ease of the process and high quality result, thanks to CT2 and the Multimedia Development Center, that I hope to continue to create videos to enhance student learning in my classes.

Shainaz Landge
COSM, Chemistry Department

Shainaz Landge

Acids and Bases, Shainaz Landge

Description: The major aim of this project was to use the Lightboard technique to generate video lectures for the Organic Chemistry I (CHEM 3341) course. These lectures targeted the basic concepts from organic chemistry chapters that the students would prepare before coming to the class. The video lectures were then uploaded on folio, for easy access by the students. The goal was to generate 5 to 6 lectures of about 5-8 min duration. So far the lectures are created to introduce students to the basic concepts on Acids and Bases and StereoChemistry Chapter.

Reflection: I have been a part of the Lightboard project initiated by Center for Online Learning and guided by Ms. Stacy Kluge. I am interested in incorporating video instruction in my course.  The technology allows for easy editing and re-recording if necessary.  It also allows for the introduction of a new way for students to interact with course material.  With this technology, a simple video can be recorded focusing towards the basic understanding of background concepts for the students to see prior to their classes. This technology has allowed me to experiment with flipped classroom techniques for parts of my course.  I have also been able to provide pre-laboratory instruction using the Lightboard and each time it has garnered positive student reviews.

Jody Langdon
CHHS, School of Health & Kinesiology

Jody Langdon

True Experimental Design, Jody Langdon

Description: I teach Research Methods to undergraduate Exercise Science students. As part of the Flipped Classroom model I deliver in this class, video lectures are of the utmost importance. For teaching experimental design, I felt that the students needed to see me writing the types of designs instead of just viewing them in a powerpoint. For this project, I recorded three separate short lectures on pre-experimental, quasi-experimental, and true experimental designs.

Each video highlights when the designs are used as well as common pros and cons to their use. I also explain specific examples of types of designs by drawing them on the board. The Lightboard allowed me to do this in a way that is innovative and where I can maintain eye contact with students who are watching. Students who have viewed the video already have commented on how much easier it is to understand the content. They also like the fact that my back is not turned and that they are able to see concepts as they unfold.

Salman Siddiqui
CEIT, Electrical Engineering Department

Salman Siddiqui

Basics of Matrices, Salman Siddiqui

Project Description: The students in ENGR1731 (Computing for Engineers) course are freshmen students in the field of engineering and IT, where they are learning the fundamentals of programming to learn of ways to solve engineering computational problems using the programming language MATLAB.

Since MATLAB operates using vectors/matrices, students require a fundamental understanding of these before using the programming language. As students usually struggle with this component of the course, a video was created to accommodate students to learn this material and reviewing it multiple times, as needed, to promote a better understanding of the programming language, and to improve performance in the course.

Reflection: Lightboard is a technology which is ideally suited for a feel of a face-to-face classroom presentation with the professor facing the students while communicating with them. A number of different uses of Lightboard can be observed. It works well with solving problems or explaining complex concepts on a board while facing the students based on the nature of how the Lightboard operates. It works very well with small introductions to the lab the students may need to do or to start working on the pre-lab portion or to teach them the use of equipment so the lab time can be used effectively.

The challenges of using Lightboard can include planning to use the board space effectively so that the professor is not covering the writing on the board, to appear professional on the video as it does capture the professor explaining as if in a classroom, having good markers for the board so writing is consistent in the video, captioning videos for audience, and following all the other best practices of Lightboard video development.

Peter Rogers
Department of Civil Engineering & Construction Management

Peter Rogers

Hydrostatic Force, Peter Rogers

Description: My project involved using Lightboard videos within the online portion of my Civil Engineering Fluid Mechanics course. This course is taught using a “flipped classroom” model in which students review lesson material outside the classroom (prior to class) through online videos, so class time can be devoted to experiential learning activities. The primary objective of this project was to use the Lightboard videos to bridge technical content presented using PowerPoints with real-time demonstrations of example problems and design-oriented applications.

Reflection: Student responses to the Lightboard videos has been very positive. Many have commented on how easy the videos were to follow and understand as well as the convenience of viewing the videos at their own pace and replaying them as needed. Several students mentioned how they would like to see similar videos in other classes. I personally REALLY enjoyed the opportunity to use the Lightboard technology and have no doubt that the videos improved my course. In particular, I like how Lightboard allowed me to combine the graphics (figures), computations, and technical explanations in a single platform. Recording the videos was challenging at times, but the project was also very rewarding.

Amy Winskie
COSM, Department of Mathematical Sciences

Amy Winskie

Solving Linear Equations,
Amy Winskie

Description: I am currently developing an online math class for Georgia Southern University. Students find learning math online difficult due to the lack of teacher demonstration and explanation. I have recorded several Lightboard videos that will hopefully close that learning gap for students. Learners will be able to watch me work out problems and hear explanations.  These videos will produce a type of learning that mirrors what occurs in a brick and mortar classroom.

Reflection: The Lightboard project has produced a useful tool for students and myself. The opportunity to use these videos will be extensive. The project itself was one that fit into my teaching style, which made it conducive for me to carry out.  I foresee many other videos to be produced and published.

Colton Magnant
COSM, Department of Mathematical Sciences

Description: The Related Rates section of any Calculus course is the source of many headaches. These kinds of application questions are often very visual in nature so drawing effective figures are essential to successfully solving the problems. Using the Lightboard, I hope to provide meaningful support for my students to supplement classroom activities.

Reflection: Knowing the benefits of using videos as instructional materials, I was very excited to start using the Lightboard. The CT2 and the MDC made the whole process so easy. I’m looking forward to getting back in there, particularly for my online courses, since it makes videos so much more like regular face-to-face lecture.

 

Last updated: 10/4/2017

Center for Online Learning : : Henderson Library, Suite 1303 : : (912) 478-0049