Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.
This paper explores the development of a flexible, free, online certificate program built on open educational resources to support instructors transitioning to online and non-traditional teaching modes. The program offers multiple pathways to completion, including recognition of prior learning and immersing participants in the online learning environment. We describe the challenges learners had to overcome to engage in the program and how, in doing so, they were able to embrace constructivist and connectivist approaches. These, in turn, afforded them ongoing connections, broke the mold of preconceptions and myths when preparing to engage future online learners, and shaped their practice through exposure to learning theories and evidence-based practices. In this paper, we explore the initial design of the program through the lens of the program facilitators and learners from the first cohort, and share our collective learning and reflections from this process. Nous nous penchons ici sur l’élaboration d’un programme de certificat gratuit, souple et basé sur des ressources éducationnelles ouvertes. Offert en ligne, ce programme est conçu pour aider les professeurs à faire la transition vers l’enseignement en ligne et vers des méthodes d’enseignement non traditionnelles. Il existe de nombreuses manières de satisfaire aux exigences du programme, y compris la reconnaissance de l’apprentissage et de l’immersion dans un environnement d’apprentissage en ligne. Dans notre article, nous faisons état des difficultés auxquelles les apprenants ont été confrontés lors de leur participation au programme. Nous montrons comment, en surmontant ces obstacles, ils se sont approprié des approches constructivistes et connectées, lesquelles leur ont permis d’établir des connexions et de déconstruire certains mythes et préjugés au bénéfice des futurs apprenants en ligne, tout en les aidant à façonner leur pratique au moyen de théories de l’apprentissage et de pratiques fondées sur des données probantes. Notre étude examine la conception initiale du programme à partir du point de vue des animateurs et des apprenants de la première cohorte. Nous présentons également les réflexions et les leçons que nous avons tirées, collectivement, de cette expérience.
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