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Student-led Streaming

Student-led Streaming

This microcredential will explore how students and trainees can be involved with streaming production processes and dynamics.  This content aims at introducing educators to best strategies in making their learning audiences an active component of the instructional process.

MICROCREDENTIAL ID: ETEC-ELS-0010
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 involving real or hypothetical students with the educational live streaming process. This includes showing evidence of how students can play an active role in learning processes through lessons plans, reflective statements, or concrete examples of these efforts.   

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. This last course of the credential addresses the switch from teacher-led production to student-drive production to make learners protagonists in sharping this learning technology. This is aligned with the need to have students playing an active role in interacting with instructional materials and tools.

Important Terms
  • Evidence-based – Statements about topics (e.g., educational streaming) that are backed by research literature to support claims
  • 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 – Someone who streams his/her/their own videos live on live streaming platforms.

  Benefits of this Microcredential

 

As any learning technology, live streaming can fully realize its potential when its end-users – students, trainees, and so on – can contribute to its implementation and use. As such, this last microcredential explores how educators can facilitate this process and develop tasks and assignments that promote the importance of live streaming as an educational opportunity that is able to promote self-confidence, autonomy, and creativity.

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.
    • ICT Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.
  • Society and Technology
    • ST Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.
    • ST Topic 3: Explain how technology, society, and the individual impact one another.
  • Design and Technology
    • DT Topic 1: Define and describe technology, including its core concepts of systems, resources, requirements, processes, controls, optimization, and trade-offs.
    • DT Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding and systems thinking.
    • DT Topic 4: Evaluate designs using functional, aesthetic and creative elements.
ISTE Educator Standards
  • 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 involving learner with educational live streaming.

Required Resources

  • Read: . This guide is designed for parents but it also includes interesting insights and suggestions for educators.
  • Watch: .

Supplementary resources

  • Read: .
  • Read:

Required Evidence

  • Submit a 1-2 page overview of how students can develop their own live streaming shows. Reflect on how tu9s active role can benefit their self-confidence, engagement, and ability to support their peers.
  • 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.

Evidence Review Criteria

  • Criterion 1: Educators will be able to demonstrate an understanding of the main challenges and benefits of involving learners with live streaming production.
  • Criterion 2: Educators will be able to use references to support their claims about the value of students’ contribution to live streaming production.
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: University of San Diego -

Additional Resources

Required Evidence

  • Option 1
    • Create a PowerPoint (or PowerPoint alternative) to showcase (real or hypothetical)  at least two examples of how students can develop and perform live streaming shows about a) content learned (e.g., presentation and Q/A session) and/or b) an activity for the whole class (e.g. a synchronous challenge with quizzes).
    • 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 involving students with live streaming production. 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 student-led live streaming potential 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 reflection, 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 1-page document describing what you learned from involving students with the educational live streaming process.
  • Submit a document that considers these three questions:
    • How did your teaching perspective change with your students taking an active role in streaming educational content?
    • What is your viewpoint on main issues and strengths in having students as potential key streamers of educational content?
    • 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.
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