Evidence of Effectiveness:
The feedback from Quinnipiac faculty has been positive and shows great appreciation for the project. For example, “I really appreciate the work that’s gone into this. Thank you, thanks so much for giving me the opportunity to participate in this creative project! I can see and appreciate very much how the footage that you shot and the artifacts I provided have been woven in. I’m quite impressed, and I’m very pleased to be a part of this.” – Charles Getchell
Hiltz, Shea, and Kim (2007) found that technical and creative opportunities were leading satisfaction factors for online teaching. In a later survey conducted at Quinnipiac University, 33% of faculty respondents indicated that the creative use of technology was a top motivator for online teaching.
Stodel, Thompson, and MacDonald (2006) found that what learners miss most about face-to-face contact when they are learning online is related to presence.
How does this practice relate to pillars?:
Prior to starting ePortraits, there was limited support for faculty to create a quality, online self-introduction. We now have a scalable process and adequate support for faculty to create a professional, video-based biography. ePortraits are a valuable and rewarding experience for faculty because they learn new skills about digital media creation and they may use their ePortrait for multiple purposes such as the course self-introduction, tenure portfolio or faculty profile. Additionally, ePortraits provide a personalized introduction of the faculty, which increases instructor presence and satisfaction for students in online courses.
Equipment necessary to implement Effective Practice:
Video camera, microphone, lighting, teleprompter software, green sheet (green screening is a technique also referred to as color keying that allows the editor to replace the screen with another background image or video), video editing software, and Web space to host the content.
Estimate the probable costs associated with this practice:
The ePortraits are being created inexpensively by leveraging the expertise of existing staff along with student interns. The total software and equipment budget was $2,000.00.
References, supporting documents:
Hiltz, S. R., Shea, P. & Kim, E. (2007). Using Focus Groups to Study ALN Faculty Motivation. Journal of Asynchronous Learner Networks, 11, 1. Retrieved from http://sloanconsortium.org/jaln/v11n1/using-focus-groups-study-aln-faculty-motivation
Stodel, E. J., Thompson, T. L., & MacDonald C. J. (2006). Learners' Perspectives on What is Missing from Online Learning: Interpretations through the Community of Inquiry Framework. International Review of Research in Open and Distance Learning, 7, 3. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/325/743
