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- So You Want to Get a PhD in the Humanities?
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- Academic Integrity in the Times
- Philip Zimbardo's "The Secret Powers of Time"
- Thinking about presentation software
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Monthly Archives: July 2009
VOCAT and the Question of Openness
x-posted from cac.ophony.org
It recently occurred to me that very little has been written about the Schwartz Communication Institute’s most ambitious and potentially most promising project, our Video Oral Communication Assessment Tool, or VOCAT. I have presented on VOCAT a number of times over the years (most recently at the 2009 Computers and Writing conference in June), but have not yet written about it in any kind of real detail. So it’s high time to remedy that.
VOCAT is a teaching and assessment web application. It is the fruit of a collaboration between the Schwartz Institute and mad genius code-poets at , Cast Iron Coding, Zach Davis and Lucas Thurston. It is still very much in development (perpetually so) but is already in use in introductory speech communication and theater courses as well as a number of assessment projects. Our career center used it effectively a few semesters ago as well. To date, approximately 3200 Baruch students have used the tool.
VOCAT was developed in recognition of the principle that careful, guided review of video recordings of their oral presentations (or of any performance, for that matter) can be remarkably effective for aiding students in becoming confident, purposeful and effective speakers. It serves as a means for instructors to easily provide feedback on student presentations. It enables students to access videos of their performances as well as instructor feedback and to respond to both. It likewise aggregates recorded presentations and instructor feedback for each user and offers an informative snapshot of a student’s work and progress over the course of a given term or even an entire academic career. Presentations can be scored live, as students perform, or asynchronously once the videos have been uploaded. (Our turnaround time at this stage is between one and seven days depending on how many sections are using the tool at once — once some of the key steps happen server-side, turnaround time will not be as much of a concern.) Built on the open source TYPO3 content management system, it is a flexible, extensible and scalable web application that can be used at once as a teaching tool and as a means of data collection for research or other assessment purposes. (Screenshots are available here. I am also happy to share demo login info with anyone who would like to take a look — please email me at mikhail [dot] gershovich [at] baruch [dot] cuny [dot] edu.)
While VOCAT is quite feature-rich at this early stage, especially when it comes to reporting, data export, and rubric creation, we are always thinking about ways in which the tool can be made more robust and flexible. Currently, we are playing around with adding a group manager feature for group presentations, tagging for non-numeric assessment, moving from QT to Flash video, video annotation, as well as server-side video processing and in-line video and audio recording. We are also considering allowing users to choose to enable social functionality to take advantage of web 2.0 tools for sharing and commenting on one another’s work. And since, at its core, VOCAT is a tool for aggregating and responding to anything that can be uploaded, we’re thinking about other uses to which it could be put. It could easily, for example, be adapted for writing assessment. And someone once suggested that it could be useful for teaching bedside manner for medical students. Adapting VOCAT for these purposes is hardly a big deal.
The platform on which VOCAT is built is open source but the tool itself is not yet open. Right now, it is Baruch’s alone. Whether it should stay that way is a question much discussed around here. Here at the Institute we face several critical issues around open education, not the least of which is conflicting views on student access of Blogs@Baruch. In regards to VOCAT, however, the one thing constantly on my mind is the tension between an internal drive to share the tool as an open-source web application and build a community around it (there are no shortage of interested parties) and the pressures (or maybe a pernicious institutional common sense) that seem to compel us to keep VOCAT proprietary and use it to generate as much revenue as possible. I have heard arguments that VOCAT should be Baruch’s alone — that we should charge for its use and seek private funding for its deployment and development. This is a business school, after all, and I’m sure promoting and marketing VOCAT could be an interesting project for an upper division Marketing course.
Yet, I am inclined to believe that VOCAT should be shared freely and widely with other institutions and that other developers should be encouraged to develop for it. A great many more students would benefit and development would certainly be accelerated as more and more schools add features they need that could then be adopted for use here. Were VOCAT open, in other words, it would evolve quickly and probably in ways we haven’t even imagined. And that is very exiting.
In the coming months, I hope to continue to present on VOCAT and to gain insights into the roles it can play in communication intensive courses or in a communication-focused curriculum of any sort. More importantly, I would like to move towards opening it up and will work with our developers on the features and functionality that facilitate sharing. I hope also to draw upon the tremendous expertise of my friends and colleagues involved in the open education movement and learn from those who have worked with and developed various open source tools for teaching and learning. Listening to others’ ideas for VOCAT has been invaluable to thinking through what this web app could ostensibly do with the right sort of development. could be and how to best realize its full potential as a teaching tool — both in terms of deployment, training, and development.
The following blog post on http://www.smartteaching.org/blog may be of interest. It features links to Blackboard tips and tutorials:
Posted in Grading, Uncategorized Comments Off on Blackboard Tips
Calculus vs. Probability & Statistics
As many know, there are ongoing committees in both the Weissman and Zicklin Schools working toward improving the quantitative skills of our undergraduates. A central question I’ve heard in both committees is how much calculus, probability and statistics an undergraduate college student should study. On this point, Harvey Mudd College mathematician Arthur Benjamin argued for much more of the latter at this year’s TED conference. I am not necessarily endorsing nor agreeing; just sharing…
www.ted.com/talks/arthur_benjamin_s_formula_for_changing_math_education.html (3 minutes)
Posted in Uncategorized 1 Comment
Not Seeing the War For the Battles
The following is a portion of a letter to the editor that appeared in the June 15, 2009 NY Times. It addresses purported changes in the ways history is taught, but it is rooted in a larger perspective I have encountered many times and I bring it to our blog as a springboard to raise a few underlying pedagogical questions.
“During the 1980s, I taught United States history to American soldiers stationed in South Korea. In one fairly typical class, not one of the students had heard of the Battle of Gettysburg. Perhaps their high school teachers considered the subject a mere matter of military history. But most of the people who fought and died at Gettysburg were ordinary Americans, and our lives would be very different now if the ones wearing blue had stayed home.”
A number of assumptions here are worth questioning. What first leaps out at me is the notion that if students seem not to recognize a topic, or don’t respond to questions about it, it is ipso facto clear that they don’t know anything about it and that they weren’t taught about the subject. I’m really quite flummoxed by these assumptions.
Posted in Student Participation 3 Comments