Live Streaming Concepts

Live Streaming Concepts

This microcredential introduces educators to the concept of educational streaming and the main tools and platforms that host live shows for education (e.g., Twitch.tv, Facebook Live). This overview will also address a) main features and challenges related to this media practice and b) core trends in the fields.

MICROCREDENTIAL ID: ETEC-ELS-0007
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 how educational streaming can impact society and learning. This includes a written overview of main trends related to live streaming, presentation materials to be given or a presentation actually given to other stakeholders, and a reflection on lessons learned in this microcredential.

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 first microcredential will work as an overview of this media practice and its current impact on instruction. As such, it will set the stage for additional microcredentials regarding consumption, production, and student-led efforts related to streaming for learning.

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 their own live videos on live streaming platforms

  Benefits of this Microcredential

 

Live streaming platforms like Twitch.tv count millions of viewers and performers, pointing to novel practices and interactions. Instructional applications of this phenomenon are rising with thematic channels and shows aimed at teaching and debating a variety of subjects ranging from art to programming. This first microcredential with the Credential will provide an initial overview of this phenomenon, from leading trends to main outlets that host public streaming. 

Standards

Ohio Learning Standards: Technology
  • Information and Communications Technology
    • 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 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally, and ethically.
    • 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.
ISTE Educator Standards
  • 2.1 Learner
    • 2.1.b - Pursue professional interests by creating and actively participating in local and global learning networks.
  • 2.2 Leader
    • 2.2.a - Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
  • 2.6 Facilitator
    • 2.6.d - Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.

 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 public streaming.

Required Resources

  • Read: “”. Pay particular attention to:
    • What are the main definitions of live streaming?
    • What are the core typologies of live streaming?
    • How can educators harness live streaming?
  • Read: “”. This article focuses on the main pros and cons related to live streaming that can inform related educational practices.
  • Watch: by HowItHappened

Supplemental Resources

  • Watch: by Decently.
  • Read: “”. This article provides leading numbers and trends related to live streaming.

Required Evidence

  • Submit a 1-2 page overview that describes the phenomenon of live streaming. Be sure to include strengths and limitations of this media practice for education and professional development. The goal of this document is to create a statement that you could easily share with others if they ask you why you are interested in discussing live streaming in educational contexts.
  • 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.

​ċċċċċċEvidence Review Criteria

  • Criterion 1: Educators will demonstrate an understanding of live streaming.
  • Criterion 2: Educators will use references to support their claims about the importance of live streaming.
     
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) that could be used to deliver professional development to an important stakeholder (e.g., other teachers, parents, administrators). The focus of the presentation will be on the phenomenon of live streaming, its background and main trends, and pros and cons related to this media practice.
    • 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 (in the PowerPoint notes section or as a Word file or PDF) 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 importance of live streaming and its impact on society. 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 (to submit as a Word file or PDF).
         

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 live streaming 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 reflections, 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 document that considers these three questions:
    • What did you not know that you learned, and how will you use that in the classroom?
    • What did you already know that was confirmed through this microcredential, and how will that reinforce what you are already doing?
    • 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 demonstrate thoughtful reflection on their learning experiences.
  • Criterion 2: Educators will create a plan for continuing their professional development in this area.
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