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Educational Streaming Consumption

Educational Streaming Consumption

This microcredential focuses on live shows that can support instructional practices across different content areas and learning contexts, ranging from K-12 education to professional development at the corporate level. The goal is to show the educational materials that are already available for educators to use.

MICROCREDENTIAL ID: ETEC-ELS-0008
CREDENTIAL: Educational Live Streaming
CREDITS: 1.0 CEU (10 hours)
AUTHOR: Dr. Enrico Gandolfi

Registration

 

How to Earn This Microcredential

Participants will need to submit evidence related to learning, implementing, and reflecting on technology consumption in the classroom. This includes a written overview of the advantages and disadvantages of educational streaming, presentation materials to be given or a presentation actually given to other stakeholders, and a reflection on lessons learned in this microcredential.

Fees

Participants submitting this microcredential for review will be assessed an administrative fee of $50. Participants who successfully complete the microcredential will receive a certificate showing completion of 1.0 CEU.

 Why Get This Microcredential?

 

This microcredential is part of the Educational Live Streaming credential. Where the first microcredential in the credential gave participants a general overview of this technology, this course focuses on how educators can select live streaming that is aligned with their pedagogies according to constraints and affordances at stake.

Important Terms

 

  • Affordances – Things that are considered positives or advantages; it could also mean that something enables something else to happen.  An affordance of a fork is that it can allow you to eat food.
  • Constraints – Things that are considered negatives or limitations. A constraint of a fork is that it does not allow you to eat soup easily.
  • Live streaming platforms – Digital outlets that allow users to stream to their members.
  • Pedagogy – There are many definitions, but it is probably easiest to think of this as the art or science of teaching. It would be easy, for instance, to ask educators how educational streaming fits into their pedagogical beliefs.
  • Public streaming – The practice of streaming activities of any kind on digital platforms open to the public (e.g., Twitch.tv).

  Benefits of this Microcredential

 

Live streaming is a popular media practice across multiple generations, and its scope goes beyond simple entertainment. There is an increasing presence of educational streaming shows that cover a variety of content areas, ranging from computer science to art. Therefore, this microcredential aims to provide educators examples and best practices in understanding and using this type of technology to improve comprehension and engagement among their learning audiences.

Standards

Ohio Learning Standards: Technology
  • Information and Communications Technology
    • ICT Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task.
    • ICT Topic 2: Use digital learning tools and resources to locate, evaluate and use information.
    • ICT Topic 3: Use digital learning tools and resources to construct knowledge.
  • Society and Technology
    • ST Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally, and ethically.
    • ST Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.
ISTE Educator Standards
  • 2.1 Learner
    • 2.1.a - Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
    • 2.1.b - Pursue professional interests by creating and actively participating in local and global learning networks.
    • 2.1.c - Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
  • 2.2 Leader
    • 2.2.a - Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
    • 2.2.c - Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
  • 2.3 Citizen
    • 2.3.b - Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
  • 2.6 Facilitator
    • 2.6.d - Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.

 Evidence Review

 

Candidates interested in earning this microcredential must submit three pieces of evidence: one piece related to learning, one related to implementing, and one related to reflecting.

When you are ready for your evidence review, submit your pieces of evidence for feedback from a qualified instructor. 

Learning

In this first of three sections, you will be learning about the positives and negatives of using educational streaming.

Required Resources

  • Read: β€œβ€. Pay particular attention to:
    • What does research say are some affordances (positive things) about educational streaming?
    • What are the best practices that can be implemented in delivering content through live streaming?
    • What is the role of the (learning) audience while streaming educational content?
  • Explore: β€œβ€. This is a repository of educational/creative channels on Twitch.tv that span multiple content areas, from computer science to art. Select and watch at least two live shows that match your teaching/instructional scope.

Supplemental Resources

  • Read: β€œβ€.
  • Read: β€œβ€

Required Evidence

  • Submit a 1-2 page overview of the ways in which educational streaming can positively impact teaching and learning. This reflection should include best practices and main limitations according to the the channels you have followed and watched for this microdential.
  • Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
  • Use references to support your claims. References do not count towards the 1-2 page minimum/maximum. Any format for references is allowed but APA is preferred.

​βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹Evidence Review Criteria

  • Criterion 1: Educators will be able to demonstrate an understanding of the affordances (pros) and constraints (concerns or limitations) of consuming educational live streaming.
  • Criterion 2: Educators will be able to use references to support their claims about the value of educational streaming.
Implementing

In this second of three sections, you will be creating materials that you can use to share with other stakeholders (e.g., parents, other teachers, administrators).

Required Resources

  • Read:  by Darling-Hammond et al.

Additional Resources

​βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹Required Evidence

  • Option 1
    • Create a PowerPoint (or PowerPoint alternative) that could be used to deliver professional development to an important stakeholder (e.g., other teachers, parents, administrators). The focus of the presentation should address how live streaming can benefit your content area/course taught, from knowledge delivery to assessment.
    • Submit the presentation as a PPT, PDF, or link. There is no minimum number of slides. However, future participants listening to the presentation should be able to clearly learn from the slides presented.
    • Slide notes should be included as either a transcript of what will be said or a list of key ideas that will be covered on the slide.
    • References are required to support the statements and claims made. A bibliography or set of references can be included at the end but should also be included on each slide.

      -OR-

  • Option 2
    • Create and then deliver professional development on the benefits of educational streaming for teaching and learning. This presentation can be made to any stakeholder and does not require the creation or use of specific learning materials (e.g., presentation slides, handouts).
    • Evidence of successful completion must include two components.
      • A short video (through a URL) of at least some snippets of your presentation.
      • Reviews from your audience.

​βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹βΆΔ‹Evidence Review Criteria

  • Option 1
    • Criterion 1: Educators will present evidence of the creation of materials that could be used to deliver professional development (e.g., workshop, presentation) to others.
  • Option 2
    • Criterion 1: Educators will be able to successful present information about educational streaming to key stakeholders.
Reflecting

In this final of three sections, you will be reflecting upon your experiences in this microcredential.

Required Resources

  • If you are new to writing reflections, or this is your first microcredential, then please visit at least one of the additional resources.

Additional Resources

  • EduBirdie -
  • Trent University –

Required Evidence

  • Reflect on what you learned in this microcredential.  
  • Submit a document that considers these three questions:
    • What did you not know that you learned, and how will you use that in the classroom?
    • What did you already know that was confirmed through this microcredential, and how will that reinforce what you are already doing?
    • What do you still not know or understand, and what is your plan to address these needs?
  • Formatting – One to two pages maximum; double-spaced, no smaller than 11pt font.
  • No references are required.

Evidence Review Criteria

  • Criterion 1: Educators will demonstrate thoughtful reflection on their learning experiences.
  • Criterion 2: Educators will create a plan for continuing their professional development in this area.
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