Educational Streaming Production

This microcredential will explain how educators and trainers can use streaming tools to deliver and manage live shows to serve their learning audiences. These materials will also be useful to facilitate streaming endeavors in general.

MICROCREDENTIAL ID: ETEC-ELS-0009
CREDENTIAL: Educational Live Streaming
CREDITS: 1.0 CEU (10 hours)
AUTHOR: Dr. Enrico Gandolfi

Registration

How to Earn This Microcredential

Participants will submit evidence related to learning, implementing, and reflecting on live streaming production for educational purposes. This includes a written overview of key strategies in future in planning and developing live streaming for education, 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 two microcredentials in the credential introduced participants to the phenomenon and its consumption for teaching and learning, this course is designed to teach about tools for streaming and reference pedagogies to play – as educators - an active role in the educational streaming scenario.

Important Terms

Evidence-based – Statements about topics (e.g., educational streaming) that are backed by research literature to support claims. �ċ�ċ�ċ�ċ�ċ
Live streaming platforms – Digital outlets that allow users to stream to their members.
Public streaming – The practice of streaming activities of any kind on digital platforms open to the public (e.g., Twitch.tv).
Streamer – A person who streams his/her/their own videos live on live streaming platforms.

Benefits of this Microcredential

Live streaming is widespread across the world, and its use of education is taking a foothold in many fields and content areas. However, this practice is particularly effective when teachers and instructors play an active role in planning, managing, and being “streamers” of educational content. Consequently, this microcredential covers the reference tools and references that should be considered to become a successful instructional streamer.

Standards

Ohio Learning Standards: Technology

Information and Communications Technology
- ICT Topic 3: Use digital learning tools and resources to construct knowledge.
- ICT Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.
Society and Technology
- ST Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally, and ethically.
- ST Topic 3: Explain how technology, society, and the individual impact one another.
Design and Technology
- DT Topic 2: Identify a problem and use an engineering design process to solve the problem.
- DT Topic 4: Evaluate designs using functional, aesthetic and creative elements.

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.
2.4 Collaborator
- 2.4.d - Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
2.5 Designer
- 2.5.b - Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
2.6 Facilitator
- 2.6.d - Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.
2.7 Analyst
- 2.7.a - Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

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 producing educational live streaming.

Required Resources

Read “”. Pay particular attention to:
- What should we consider when designing and performing instructional streaming?
- How can we translate this article’s implications to our own area of interest?
- How are teachers ready to this challenge?
Read: “”
Explore: “”. This is the most popular streaming tool to design and develop your own live shows.

Additional Resources

Read: ””
Read: “”
Videos:
- by IceWyte
- by Justin Brown

Required Evidence

Submit a 1-2 page overview of how you can design and host a live streaming show for a) your standard learners (e.g., students from a course you teach) and b) non-traditional learners (e.g., students from different backgrounds who may be interested in your streaming). This overview may be either a lesson plan or a list of best practices you intend to follow while streaming for educational purposes.
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.

�ċ�ċ�ċ�ċ�ċ�ċ�ċ�ċ�ċ�ċEvidence Review Criteria

Criterion 1: Educators will be able to demonstrate an understanding of the affordances (pros) and constraints (concerns or limitations) of developing and hosting educational live streaming shows.
Criterion 2: Educators will be able to use references to support their claims about the value of producing 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).
�ċ�ċ�ċ�ċ�ċRequired Resources

Read: .

Additional Resources

Presentation tips
- MIT –
PowerPoint Alternatives

Required Evidence

Option 1
- Create your own educational channel on Twitch.tv and share its link. Plan and develop at least two live streaming shows (10 minutes or longer each) on an educational topic of your choice. There is not a minimum of viewers requested - you can involve your students if this assignment matches your current instructional needs.

-OR-

Option 2
- Create and then deliver professional development on the benefits of producing educational live streaming. 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.

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 live streaming production to key stakeholders.

Reflecting

�ċ�ċ�ċ�ċ�ċIn 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 –

�ċ�ċ�ċ�ċ�ċRequired Evidence

Reflect on what you learned in this microcredential. Submit a 1-page document describing what you learned from understanding the benefits and disadvantages of producing educational live streaming.
Submit a document that considers these three questions:
- What did you not know that you learned, and how will you use that to develop and provide live streaming instances for your traditional and non-traditional learners?
- What were the main challenges in learning and embracing this technology from a producer-oriented perspective?
- 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 be able to demonstrate thoughtful reflection on their learning experiences.
Criterion 2: Educators will be able to create a plan for continuing their professional development in this area.

Questions?

Email pd@kent.edu.

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