Church Leadership Conversations

Tips on recording video for online courses and tips on teaching online

Here is a Twitter thread: https://twitter.com/AndyRowell/status/953739633728290818 about recording videos for online courses and teaching online.

Thoughts on recording lectures: on the one hand you can do narrated PowerPoint with no view of the lecturer. The other way is recording yourself on webcam with no PowerPoint. I have been using Screencast-O-Matic and can toggle between PowerPoint with webcam small to webcam big.

I also am recording a copy on Audacity and exporting it as an MP3 so students have the option of just listening to the lecture rather than watching the YouTube version. Wow is it easy to cut off the beginning and end of a recording with Audacity.

A huge question of course is whether students will listen to your recorded lectures or watch your videos. Like most things, it probably depends on to what extent they're required for their success on the graded assignments.

Students would watch probably if the lectures were short and as good as a movie or as funny as Trevor Noah.

I changed my approach with PowerPoint to basically removing all words and quotes and summaries and just leaving photos. I am looking at my old PowerPoint with all of that stuff on another laptop as my notes while I record. So I advance 2 slides each time.

I tried to record my videos in different places that approximately fit the theme of the lecture in order to give the students some variety. The first priority is a quiet place so for example, church sanctuaries, offices, home dining room, church and university lobbies.

To film, I brought in a roller bag: two lamps to shine in my face https://www.amazon.com/gp/product/B00YP4A1U6 …, extension cord, power bar, two laptops, Blue Snowball USB mic https://www.amazon.com/gp/product/B000EOPQ7E/ … and pop filter / wind screen (to stop p b "pops"), shoeboxes for elevating laptops, and shirt change.

My school, Bethel University, has a professional studio and a full-time film-maker "Lead Media Designer" in Teaching & Learning Technology but there is a 4 month production wait and I'm needing videos for five different online courses during January and Spring this year.

In the past, I used 30-60 minute weekly online synchronous sessions via Adobe Connect or WebEx. I surveyed students via Doodle on time(s) that worked for everyone. If students missed a session, they had to write a response to the recording. I still think this is a good approach.

I have now moved to recording lectures with Screencast-O-matic and posting to YouTube. I use 30-min synchronous sessions via Adobe Connect or WebEx for discussion on webcams of a case study or poll that probes student learning. If they miss, they write response to the recording.

Other tips on online teaching: I recommend shorter more frequent papers rather than really long ones. I have students post their papers in a forum (on the course site) and require students to read and respond to the papers of two other people. Two replies are part of their grade.

I have students go interview a pastor they respect or a pastor of different denomination or a non-Christian or a missionary and report back with a post or video in the forum about what they learned instead of booking guest speakers or panels as I do in the face-to-face classroom.

By the way, the next stage after recording a course full of lectures is probably to write this stuff up as a book / booklet. That way, even if students don't watch your videos, it is accessible to those who are interested in what you have to say!

January 17, 2018
Initial impressions of WebEx for online teaching

Here is my tweet storm about trying Cisco WebEx.

1/ I used WebEx for the first time tonight after using Adobe Connect for synchronous online sessions for 4.5 years. Our school has moved to WebEx. I did 30 minute sessions with 8 and 10 students.

2/ See this whole tweetstorm and my note to my students beforehand at: http://www.andyrowell.net/andy_rowell/2018/01/initial-impressions-of-webex.html

3/ I was hugely relieved to learn that with WebEx as many as 500 can be on webcam at once. https://collaborationhelp.cisco.com/article/en-us/WBX000019846 I had read somewhere else only 7 simultaneous video feeds. I usually need between 8 and 20.

4/ Negative: I'm sitting here waiting to be emailed the WebEx recordings. "An email notification is sent to you when the recording is available." https://help.webex.com/docs/DOC-10501 Did they really record?! How long does it take? With Adobe Connect, the recordings are available immediately.

UPDATE: No email was sent. The recordings showed up in my My Training Recordings in the Training Center 6.5 hours and 5.5 hours later at 3 am. But the next recording and the subsequent four appeared less than 30 minutes after the session ended. Does a new account like mine need time to warm up? The recordings show the webcam relatively small and the PowerPoint quite large. It does not show the chat.

5/ The WebEx webcam video feeds look better than Adobe Connect. But the viewing window is harder to navigate. The "Participants" webcam view in WebEx is triggered by who speaks. So you see the person who is speaking.

6/ In WebEx, you have to maximize the Participants video window to see everyone on webcams. But if you do that, you can't see the PowerPoint being displayed. In the default view, it is easy to accidentally cover the Participants (webcams) panel with the Chat panel.

7/ So far I have not figured out how in WebEx to see people on webcam ("participants"), and chat and the PowerPoint. You can more easily resize windows in Adobe Connect.

Update 1/31/2018: One important tip is to encourage students to expand Participants panel to full screen. THEY are able to also see the PowerPoint slides in this view while also seeing all of the people on webcam. They can also use the Poll or Chat from this view by clicking on the top. They can in this view resize the different panels, etc. HOWEVER, the presenter cannot see the PowerPoint in this view unless they choose it from above. SO, presenters (like me) don't realize that encouraging students to go to Participants full screen view is recommended as the presenter mistakenly thinks that this means that students can no longer see the PowerPoint BUT THEY CAN (because the poor presenter cannot initially see the PowerPoint in Participants full screen view unless they enable it manually).

8/ In Adobe Connect, it is easier to scroll through your PowerPoint. In WebEx, you cannot press the arrow keys on your keyboard.

9/ I would not submit your participants' email addresses ("Invite attendees") or WebEx will send them emails any time you change the slightest thing with a session. Or be careful with the settings. I say communicate with your participants through your regular means.

10/ In WebEx, if you are the host and you close "exit" a meeting, poof, the session is gone. Everyone is kicked off. Not good for clumsy hosts.

11/ WebEx is also finicky with regard to scheduling. It thinks it knows better than you. So, no scheduling a meeting once for say Jan 1, 2018 and just coming back and reusing it. No, no, no, that date is past and so the scheduling is denied.

12/ With WebEx, your overwhelmed participants need a different URL for every single meeting unless repeating very precisely. For example, no two (discussion group options) on one day. No skipping the password or customizing the URL like you can with Adobe Connect.

13/ There is no way with WebEx to access the URL for a certain session through the online interface. You have to wait for an email to get the links (which are different for the host and participants).

14/ WebEx settings: I use VoIP only. I would not use registration and security settings for online classroom sessions. A password is already required.

15/ I used WebEx training center because it seemed most closely designed for online teaching with the best features. https://www.cisco.com/c/en/us/products/conferencing/product_comparison.html

16/ For scheduling a course worth of sessions, I ended up using the option in WebEx training center: "Schedule irregular sessions." Make sure you enter the first date not just above but also as Session 1.

17/ In WebEx Training scheduling, I would unclick "Automatically delete session after it ends" and click "Send a copy of the attendee invitation to me." I would NOT do: "Mute attendees upon entry" because you will have to Unmute all to get them able to talk again.

18/ WebEx: DO NOT put in a "Destination address (URL) after session" or that might torpedo your whole attempt at scheduling if the URL is blocked. Also don't bother with Agenda / Description / Graphic. Yes do, Save as Template. Then "Schedule."

Here is my email to my students before the first session:

I have posted the links to our online synchronous session discussion of Modules 1-2 on the Moodle page. I have also pasted them below for your convenience. Please note that there is a different URL for each session. The password is always _____

Ideally, for an online synchronous session, you are in a quiet room and have a webcam / microphone with a laptop or computer. Most laptops come with a webcam and microphone. If not, you can buy a USB microphone and / or USB webcam at Amazon.com for $20 or so. It is best too if you are wearing a USB headset or regular earbuds or headphones plugged into your computer so when you have your mic unmuted in order to talk, there is less feedback noise. You can also participate with the Cisco WebEx Meetings app on your phone or tablet. If you can't be on webcam or use voice, you can still participate by watching and chatting by typing. Usually, the advice with webcams is for you to have a lamp / light shining in your face so we can see you. It is fine for us during introductions to have a wave and a smile from your kids, spouse, roommates, or pets if they are nearby. :-)

Of course, there may be hiccups in using the technology. We'll do our best. I taught for 4.5 years with Adobe Connect and this is my first time using WebEx as Bethel has shifted to it.

We will have some brief introductions and respond to a case study for you to get a chance to put into practice what you have been processing. The goal of these online synchronous sessions is to help us all get to know each other a bit better and get the experience of a live classroom with its banter, laughter, spontaneity, and verbal processing, while also reinforcing and furthering what you have been learning.

We'll try to start and end on time. You are welcome to come 15 minutes early if you want to test the technology and say hello or ask questions. You are also welcome to stay afterward if you have questions. We'll just record the 30 minute session, not the questions before or after the session.

Again, you are welcome to come to either session or miss both and write a response to the recording. I try to accommodate everyone's schedule as much as possible by surveying people ahead of time with Doodle but I know it is difficult sometimes for people to attend a synchronous session.

January 9, 2018
APEST and discussion about functions in the church

I commented on a post written by Bob Robinson and introduced by Scot McKnight at Scot's blog: Evaluating the APEST Theory of Church Flourishing (Bob Robinson)

I enjoyed all these comments. It seems like the first point about the application of Granville Sharp's R ule to Eph 4:11 has been disproven, which perhaps merits a retraction or correction in the post above.

I do not want to defend the prooftexting use of APEST but I think Bob is incorrect in saying: "Paul talks to Timothy and Titus about the importance of 'presbyteroi' ('elders') and 'episkopoi' ('bishops' or 'overseers.'). These were the key leaders of the early church." I would say in response that the significance of the apostle Paul and his delegate Timothy are assumed in the Pastoral Epistles and therefore it is not the case that the most significant role in the early church were overseers and elders. The most significant role was the apostles. See Gordon D. Fee, "Reflections on Church Order in the Pastoral Epistles," in Listening to the Spirit in the Text (Grand Rapids, MI: Eerdmans, 2000), 156. Gordon D. Fee, "Laos and Leadership Under the New Covenant," in Listening to the Spirit in the Text (Grand Rapids, MI: Eerdmans, 2000), 142.

There is good reason to retain the missionary emphasis of the "apostle." However, the lists of gifts, functions, and roles in the New Testament vary greatly and give little suggestion that individuals should try to discern their precise label so one should be very cautious with emphasizing titles, labels, self-assessments, etc.

The majority of the Christian tradition give little attention to APE roles. The so-called ecumenical consensus is described in the 1982 Baptism, Eucharist and Ministry World Council of Churches document: three offices: overseers (bishops), elders (presbyters), and deacons (with apostle seen as morphing into bishop).

I think Gordon Fee is correct that overseers and deacons were sub-sets of the larger category: elders.

“The elders in the local churches seem to have been composed of both episkopoi (overseers) and diakonoi (deacons).”
Gordon D. Fee, "Laos and Leadership under the New Covenant," in Listening to the Spirit in the Text (Grand Rapids, Mich.: W.B. Eerdmans, 2000), 141.

“The term ‘elders’ is probably a covering term for both overseers and deacons.”
Gordon D. Fee, "Reflections on Church Order in the Pastoral Epistles," in Listening to the Spirit in the Text (Grand Rapids, Mich.: W.B. Eerdmans, 2000), 157.

There is also explicitly in the Reformed tradition a cessationist view of apostles, prophets, and evangelists. John Calvin writes, “According to this interpretation (which seems to me to be in agreement with both the words and opinion of Paul, those three functions [apostles, prophets, and evangelists in Eph 4:11] were not established in the church as permanent ones, but only for that time during which churches were to be erected where none existed before” (Calvin, Institutes of the Christian Religion, Book IV, Chapter III, Section 4, Beveridge translation, p. 1057).

My point is that the APE roles were dismissed for poor exegetical and Christendom reasons and should be recovered. The apostle is conversionary, cross-cultural and community-forming (John G. Flett, Apostolicity: The Ecumenical Question in World Christian Perspective (Downers Grove, IL: IVP Academic, 2016), 302-305, 318, 324).

April 26, 2017