Document cameras are increasingly becoming a technology staple in the office and classroom. Problem solving with pen and paper as well as displaying physical objects, such as textbooks, timers, artwork, and student projects are among the many ways document cameras are incorporated into instruction. Long gone are the days of bulky, expensive specialized document cameras, often referred to as visual presenters or “Elmos.” USB-enabled camera technology has significantly evolved, making cameras extremely versatile and affordable. Software can extend the useful life and capabilities of USB-enabled document cameras that enhance teaching and learning.
Some of the most versatile and modern document camera models are available from Ipevo. Ipevo is a company geared toward making technology affordable and available in education. The Ziggi line of document cameras offers models that incorporate many of the most advanced USB document camera technologies. Features include wireless display functionality (iZiggi), High-Definition (HD) 30-frame-per-second (fps) live imaging, resolutions up to 3264×2448, autofocus with 12x digital zooming, and powerful yet intuitive Ipevo Presenter software.
During the summer of 2014 campus classrooms were updated to include the release of the iZiggi HD document camera model. The iZiggi HD revolutionized the USB document camera industry on multiple fronts, including price, performance, and functionality. The iZiggi integrates an autofocus 5.0-megapixel document camera with optional wireless HD live-streaming into a compact and affordable multifunctional document camera. The optional wireless feature of the iZiggi HD supports faculty and student devices in the classroom while providing the freedom to use wirelessly the iZiggi as either a document camera or webcam.
Ipevo has further refined the success of the Ziggi document camera platform with the recently released 8.0-megapixel Ziggi HD Plus. Although not wireless capable, the Ziggi HD Plus is designed to accommodate the latest in lag-free USB livestreaming and to provide better low-light performance. Built similarly to the iZiggi, the Ziggi HD Plus includes a multi-jointed stand with a swiveling camera head and incorporates an integrated microphone. Optional accessories, such as the lighted magnifying lens, add versatility.
USB cameras are typically designed to directly connect to a computer or mobile platform and leverage software to extend camera features. The Ipevo Presenter software is designed to be extremely intuitive and easy to use. The latest version of Presenter software features the ability to create still photos (snapshots) or to make video recordings of live images. Users can easily annotate over images and generate digital content that can be integrated into online curricula.
Follow these guidelines for the best experience when using Ipevo document cameras:
- Most USB cameras perform better with adequate lighting. If the image looks grainy, it is often due to poor lighting conditions. The iZiggi camera can connect an inexpensive, flexible USB light into the base. Alternatively, a desk lamp or battery- powered LED light can be used.
- Image resolution often must be adjusted according to intended purpose. Ipevo document cameras are capable of very high resolutions, up to 3264×2448. Live motion-enabled images displayed at very high resolutions require significant computer resources. It is often necessary to adjust the image resolution to balance display for either motion (frame rate) or image detail (resolution). For lag-free motion, use lower resolutions. For greater detail, use higher resolution, however, be prepared to sacrifice frames-per-sec (fps).
- Lock and manually adjust focus or exposure settings if necessary. Similar to still photography, some objects and environments do not work well with automatic camera settings. The Ipevo cameras can turn off automatic exposure and focus settings. Manual adjustments can then be made with Presenter software.
- The digital zoom capabilities of the Ipevo document camera can be very useful. However, when zooming in on an object the camera is very sensitive to movement. You may get better results by using the Presenter software to enlarge the image using the “click and drag” command.
Increasingly, the TLC is focused on reporting emerging technologies and identifying professional development opportunities that enhance teaching and learning on our campus. As the TLC staff reviews technologies, we will hold informational seminars and invite faculty to participate in a testing and review process. To discuss training opportunities and/or suggest “new arrival” gadgets, please stop in for a visit or contact the TLC’s IT Analyst, Jereme Patterson (firstname.lastname@example.org or 308.432.6234).
The idea of hosting an academic study table came back to CSC from a session at a Higher Learning Commission Conference. The principle is that students who might benefit most from visiting faculty during office hours to discuss class material, study habits, and writing are unlikely to do so. First-generation college students are reportedly the least likely to visit with faculty in a one-on-one situation. In theory, moving office hours out of the office and into a more public space that accommodates group meetings encourages greater contact between students and faculty. Presumably, greater contact facilitates improved student success.
Although study table is a common practice at colleges and universities, there is not a significant body of scholarship on the topic. Many athletic departments at Division I and II schools set aside library time – labeled study table – for student athletes, but they are not usually moderated by either faculty or tutors. While the rationale for mandated study time for athletes appears to be continued eligibility, there is a small body of literature that addresses the importance of scheduling times for study when student athletes are not exhausted from their practice sessions.
Many institutions also schedule study table as part of their supplemental instruction programs, which are generally hosted by peer tutors. Some engineering programs set aside time and space for unmoderated group study on a drop-in basis. Modern language programs still host tables that focus on language immersion. Faculty-led study tables are either uncommon or have received little scholarly attention. The promise of improved student success and the dearth of information about study tables is what compelled me to experiment throughout the 2015-16 academic year. I cannot ascertain at this time whether holding a study table in the Library Learning Commons is holistically successful or not, but I feel it is worth continuing – with some modifications – in 2016-17. I have come to this decision not because I collected much data on the practice (a quantitative approach) but because of my general impressions about student engagement (a qualitative approach).
In fall 2015, I started a study table for my freshman-level World History survey sections. Combined enrollment in the two courses was about 95. In addition to presenting historical content, the study table is designed to help students read and write at a college level. All exams and in-class assignments are in essay format, and there is a formal essay based on an ancillary monograph. I hosted my study table in a main-floor study room in the library every Monday at 1 pm and every Tuesday at 6 pm. Attendance at the 6 pm session, I feel, was acceptable, although a large number of the regulars were student athletes who would have been in the library anyway. Three to four students attended most evening sessions. The largest groups were about a dozen students, but this only happened in sessions just prior to exams.
Student success was likely improved, although those in most frequent attendance were individuals who would have succeeded anyway. There were also students who utilized study table to pass the course. Three of my study table students were in the Transitional Studies program, and they attended (at least in part) because other professors and tutors asked them to do so. They all earned Cs, and their work improved dramatically as the semester moved forward. Availability of study table was noted positively on student evaluations.
I expanded my sessions to Wednesdays at 6 pm for spring 2016 and opened up study table to students in all of my courses, as requested by several seniors. Up until mid-term, attendance had been markedly down. My spring course load, however, is less focused on freshmen; I have only one large survey section, and most students were already successful for at least one semester. However, I regularly see both of my independent study students during the evening hours. I read essay drafts for about ten students prior to the first deadlines, but spring term has not been as active as fall.
In 2016-17 I will likely continue the 1 pm Monday sessions. In the fall term, I will schedule two evening times, one at 6 pm Tuesdays and one other to be determined, in part, by library usage statistics. Spring term, I will reduce the hours to just 6 pm on Tuesdays. I opt for the Tuesday slot to encourage students to attend the Graves Lecture Series at 7 pm. I will reevaluate after next academic year.
If you would like to learn more about my study table experiment, please attend the TLC Seminar “Academic Study Table” on April 14 (3-4 pm, ADM 030). If you are a faculty member interested in starting a study table of your own, the librarians in the LLC are happy to assist you. Contact them at email@example.com or at 308.432.6271.
As an online instructor in Sakai, you may often need to add additional faculty or staff members to your courses. As the site owner, you have the ability to make these changes yourself—without contacting the Sakai administrator.
For instance, you may need to add a colleague to your course in order to team teach or share content. Additionally, you may need to add staff members, such as teaching assistants or course designers, to assist with managing your course. The step-by-step instructions below make the process quick and easy.
→ Read More
Teaching & Learning Center (TLC) staffers turned out in force at this year’s Information Fair Luncheon (Student Center Ballroom, February 11, 2016) sponsored by Academic Affairs.
→ Read More
The Teaching & Learning Center will host a Summer Institute designed to assist faculty members in “tuning up” their online, hybrid, or web-enhanced courses. The two-day event (proposed for August 2016) offers interactive, hands-on sessions that guide participants in assessing, revising, and reinvigorating instructional components to make courses road-ready and to boost student performance.
→ Read More
The learning management system (LMS) will be offline for the day so that it can be upgraded. Two changes will be made during the maintenance window. First, CSC will be moved to the community release of Sakai; second, Sakai will be updated to version 10.5. These changes are integral to improved performance and will be completed in one, comprehensive upgrade.
→ Read More
This semester, the Teaching & Learning Center (TLC) is working to transition the responsibility for the surveys to the newly formed Office of Institutional Effectiveness (OIE). The TLC will also assist the OIE in transitioning the student-ratings surveys out of Sakai, a learning management system, and into TK20, an institutional assessment system.
The transition period will conclude in May, and, moving forward, the OIE will be responsible for the dissemination of student-ratings surveys, survey instructions and alerts, and survey reporting. In the interim, the TLC is providing the following information for CSC faculty and staff:
→ Read More
The Teaching & Learning Center is happy to announce its 2016 TLC Fellows:
→ Read More
In the screencast below, I introduce you to the Site Statistics tool and go over some of the ways it can be used to enhance online instruction. Among other things, the tool provides broad metrics that can establish how often students visit courses (and the converse: how little they visit). It can also assist you with student outreach (by indicating who needs help) as well as provide you with documentation for your Professional Activities Report (PAR).
→ Read More