If you asked for Automatic Speech Recognition to be turned on in echo360 for your course, you also agreed to edit them. Here is some feedback from Dr. John True on the process that he used to edit them. Feel free to comment to share your methods.
End of Life for Classroom & Personal Capture
Echo360 Universal Capture is in general availability for both Mac and Windows, and for Personal and Classroom modes. Universal Capture replaces the existing applications Classroom Capture (CCAP) and Personal Capture (PCAP) for a better and easier capture experience. We are seeing excellent adoption rates for Universal Capture, so it is time to plan for the end of support for the legacy applications.
Echo360 plans on phasing out both technical support and functional support in the platform over the following timeline:
- August 30th, 2019: The download links for both CCAP and PCAP will be removed from the platform. This is also the end of support date for these applications in Europe, the Middle East, and Africa (EMEA). While the applications will likely continue to work for the rest of the year, there will be no support available.
Clients in the EMEA region should plan a full transition to Universal Capture before this time. Clients in other regions can continue to use existing CCAP and PCAP installations but will no longer have the ability to download it.
- January 15th, 2020: This date marks both the end of life and the end of support for these applications globally. As of this date, CCAP and PCAP will cease to work with the Echo360 platform due to enhancements in the capture pipeline that will only work with Universal Capture.
It is of the utmost importance that all Echo360 clients complete their transition to Universal Capture by this time.
If you have any questions about your transition to Universal Capture, please contact your Echo360 representative and see our Universal Capture documentation.
Upcoming change in content delivery
We are in the process of transitioning the way we deliver content from HTML5 to HLS (HTTP live streaming) for both VOD (video on demand) and Live classes. This has been in selected beta testing with interested Institutions for several weeks and we are planning on making it GA (generally available) with the release scheduled for July 30-31, 2019.
For more information on the ongoing beta or the upcoming changes, see the HLS Beta Documentation available in our online help portal.
- Clicking the Echo360 logo in the top left corner of the Classroom now directs the user to their Echo360 Home page, in the same way that clicking the logo from other places in the UI directs users to their Home page.
- The media selection modals for embedding videos into LMS Content Windows have been updated with a new look. These windows will continue to evolve as we add more functionality to them over the next several months.
- The Pod appliance can now be configured to use a wireless network where the SSID is hidden.
- Classroom playback now always starts at the beginning of the video for anonymous users viewing classes via a public access section links.
- Addressed an issue surrounding scheduling conflict messages that can appear when capture schedules are generated very close to the capture start time indicated.
The official PR announcement will follow. The first thing I want you to do though, is to look at the already existing course content available:
You will see that courses have four categories of course materials that may come with them.
Via the SUNY agreement, all of this content is free to use in your class, both for you and for your students. That means free textbooks filled with valuable and editable exercises, demonstrations, simulations, assessments and guided study. The textbooks are not rented, but can be yours and your students for as long as you wish to keep them. These resources can work well in face to face, as well as hybrid and online formats.
Contact us at firstname.lastname@example.org for more information.
Here is the official PR:
System-wide agreement makes evidence-based courseware, technology, and OER support services available at no cost to students
Portland, Ore. (June 12, 2019) – The State University of New York (SUNY) and open education innovator Lumen Learning, building on their prior collaboration, have entered into a multiyear partnership supporting SUNY’s strategy to improve college affordability and student success through wide-scale use of open educational resources (OER). Recognizing the importance of establishing the systemic infrastructure to support an initiative of this magnitude, SUNY selected Lumen as a strategic partner to complement its internal capabilities. Under the terms of the agreement, Lumen will provide digital courseware to replace expensive textbooks, a Ready-to-Adopt OER catalog, efficacy research, and a variety of support services focused on improving success for faculty and students using OER course materials in SUNY classrooms. Significantly, SUNY is making these augmented services available at no cost to students.
“A large, diverse higher education system like SUNY needs a vibrant ecosystem to support our many campuses, faculty members, students, and all the ways they are finding to innovate with OER in the classroom,” said Carey Hatch, Interim Senior Associate Provost for Academic Services at the State University of New York. “Lumen shares our vision for empowering faculty members to make continuous improvements to their course materials to strengthen learning, informed by learning data and their classroom experiences. This is a unique partnership working productively on many levels.”
SUNY and Lumen have worked together since 2012, when SUNY campuses began exploring how OER course materials can impact curriculum and improve college affordability. Today the Lumen team works alongside the SUNY OER Services team of SUNY-employed experts in OER adoption who raise awareness about OER and its benefits for faculty and students. During Spring term 2019, over 10,000 student enrollments at 45+ SUNY campuses used Lumen-supported OER course materials. This represents a 75% increase in the number of students impacted compared to Spring 2018.
SUNY leaders attribute this rapid growth in large part to the confidence SUNY faculty members feel as they explore OER course materials, experience their quality, and take steps to replace traditional textbooks with OER. General education subjects have seen the greatest levels of OER adoption within SUNY as faculty members find well-designed alternatives to expensive textbooks in classes that enroll many students. Another driver may be SUNY’s efforts to increase the competitiveness and quality of its online programs, for which OER courseware is well-suited.
“Open educational resources are a great investment because they not only save students money, but they empower our faculty to regain control over their classroom content and there is mounting evidence OER can improve learning. So if we save students money, empower our faculty, and improve the learning experience, it’s a win for everyone,” said Mark McBride, Library Senior Strategist for the State University of New York. “To implement this innovation successfully across SUNY, faculty and students need to be well-supported with outstanding OER content, reliable technology, excellent learning design, meaningful accessibility, and responsive user support. Lumen is uniquely qualified to partner with SUNY for these strategic priorities.”
OER course materials have emerged as a low or no-cost alternative to expensive textbooks in many college courses. OER also grant permissions that allow people to make timely updates, revisions, pedagogical and content improvements to strengthen how effectively course materials support student learning. Lumen Learning’s work with OER, including the development of its courseware, is grounded in academic research with substantiating evidence about what strengthens learning. With the RISE Framework, contributed recently to Carnegie Mellon University’s Simon Initiative, the Lumen team has developed open analytical tools and methods for measuring the effectiveness of OER content at supporting learning. Using these insights, Lumen invites faculty members and subject matter experts to design content improvements targeting areas in which students struggle.
“Our partnership with SUNY is the largest and most comprehensive initiative to date focused on using OER as a primary tool to encourage teaching and learning innovation, with direct positive impact on students, faculty, institutions, and the system as a whole,” said Kim Thanos, CEO of Lumen Learning. “This partnership creates a service infrastructure for discovering, creating, using, and iteratively improving course materials that are highly effective for learning, simple to adopt, and sustainable to maintain over time.”
Today the SUNY community has unlimited access to well-designed OER course materials through SUNY’s Ready-to-Adopt OER Catalog, with no out-of-pocket cost to students. Lumen’s support services include seamless integration for students and faculty to interact with OER content inside any of the multiple learning management systems in use across the SUNY system, including automatic grade return. The Lumen team continues to work with SUNY OER Services and the SUNY Help Desk providing coordinated support for faculty members and students using OER throughout the system.
About Lumen Learning
Lumen Learning provides digital course materials designed to strengthen learning, using open educational resources (OER). Lumen replaces expensive textbooks with affordable digital content that emphasizes interactivity, learning by doing, and ease of use. Adding timely updates, learning design, and technical support to OER, Lumen makes open content simple, reliable, and effective for instructors and students.
Lumen OER courseware includes Waymaker personalized learning courseware and OHM, an online homework system for math and other quantitative subjects. Over 250 colleges and universities across the U.S. use Lumen-supported digital courseware for in-person, online, and blended courses. Materials created by Lumen are published under Creative Commons Attribution licenses and contributed back to the education community. Learn more at lumenlearning.com, and visit our course catalog at lumenlearning.com/courses/.
Julie Curtis, VP Strategy & Communication
+1.503.840.5569 | email@example.com
All faculty should have recently received an email regarding attendance verification from the Office of the Registrar. This is the webpage that relates to the same topic: https://www.stonybrook.edu/commcms/registrar/policies/tracking.php
The part of this that we can assist with is related to this quote:
“Financial Aid eligibility is determined based on a student’s attendance or participation in an academically related activity in the class.”
In other words, simply taking attendance isn’t good enough. There must also be proof of academically related activities. They have some examples of methods for meeting this requirement on their site.
You may already use Clickers in the classroom. In CELT we always offer the guidance of their use to facilitate learning and engagement in the classroom. Even the largest lecture halls at SBU can be interactive and stimulating when these student engagement tools are used to their fullest.
So… good examples of questions to ask for the purposes of taking attendance and demonstrating academic content, will be:
pre-assessment questions (what do they think they understand or know before you teach the subject)
mid-lesson assessment (are they understanding the concepts you are currently explaining)
homework spot checks (a question about something only covered in previously assigned homework)
post-assessment questions (what did they learn during class… particularly useful when compared to pre-assessment results.)
Questions that explore cultural diversity or opinions (usually anonymous with no right or wrong answers and clearly appropriate to your subject matter.)
Also, they can be successfully used to facilitate and report back group work such as Think/Pair/Share and Jigsaw activities.
These would be poor examples of clicker use and would not demonstrate academically related activities :
Are you here today?
Did you do your homework?
Click in for attendance now.
Other tools that Academic Technologies and CELT offer that can demonstrate both academically related activities and attendance include Blackboard, echo360, VoiceThread, Qualtrics, Google Apps and Adobe Connect.
Please feel free to setup an appointment or attend one of our workshops, to find out more.
This is super easy. But a caveat… we have a BIG feature request for Google and MS regarding this technology.
So here is a recording I made using QuickTime Player on a Mac, of myself giving a test presentation in Google Slides. You will notice that there is no audio. I think that I don’t have the audio setup right for QT, but in a way it illustrates the power of this ASR. Technical problems happen while we are teaching. It does happen. In this case, because I was using ASR in Google Slides, you can still receive my presentation through sight.
Hover over the video and click on the icon with the box and arrow, to make the video larger, so you can read the live captions.
Next I try the same basic idea in MS Power Point. It is slightly more complicated to activate, but still not an overwhelming obstacle. I also fixed my QuickTime Player audio for this recording. MS uses their own “intelligent services” for the captioning, whereas Google used the Macs built in speech recognition.
Now for the Caveat. When you are finished, the captions aren’t saved. If I hadn’t done screen recordings, I wouldn’t even have this much. So you can’t use them for individuals who would have been employing a screen reader, and you can’t use this to jump start your production of a transcript. This is only for producing captions during a live talk and only useful for sighted individuals.
If you are interested in using ASR for successfully making your course recordings accessible and even fully ADA compliant, please look into turning on ASR within echo360.org by using this form.
This is a cross post from you.stonybrook.edu/jadams