Creating a recorded lecture with a SMART Board provides the opportunity for students to control the pace of their learning. This supports a constructivist approach to learning as students construct their knowledge while the instructor facilitates the process by creating micro lectures to capture key concepts. Characteristics of constructivist learning include encouragement of metacognition, self- regulation and development of multiple perspectives (Papasratorn & Wangpipatwong, 2005, Characteristics of Constructivist Learning, para 1). SMART Boards typically have been utilized for synchronous face-to-face instruction. This effective practice focuses on the asynchronous learning which optimizes a SMART Board and promotes learning anywhere and anytime. Students can monitor their learning and playback the video to develop initial comprehension and prepare to activate higher order thinking skills. The recorded lectures can map out the processes necessary for students to recall and apply their knowledge. The instructor annotates on the SMART Board while providing audio commentary to elaborate on the mathematical processes. The annotations and procedural explanations support the cognitive theory of multimedia learning which states ³A theory of how people learn from words and pictures, based on the idea that people possess separate channels for processing verbal and visual material (dual-channels assumption), each channel can process only a small amount of material at a time (limited-capacity assumption), and meaningful learning involves engaging in appropriate cognitive processing during learning (active-processing) assumption² (Mayer, 2005, p. 47). The instructor¹s voice can increase the teaching presence with addition of the audio commentary. Jones, Kolloff, and Kolloff (2006) state ³Being able to hear the instructor¹s tone, humor, and see their body language helps to make the information real for the students.² When the instructor completes the recording the video is downloaded to a MP4 file format then uploaded to YouTube. The YouTube video is embedded into the learning management system.

Google Doc submission copy: https://docs.google.com/document/d/1t6Ygw1zyyYiCrrJ_7a7hWwsvB_OL3Dstuyjv1q-PHWI/edit?usp=sharing

Here is a link to a recorded lecture: https://youtu.be/5CnamhvpKOs
http://ut1.qualtrics.com/WRQualtricsControlPanel/File.php?F=F_2bH2BvOHQCTo9Pr

Jones, Kolloff, & Kolloff, (2006). Humanizing and establishing presence in an online course: The role of introductory videos in distance learning. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1247-1254). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Papasratorn, B. & Wangpipatwong, T. (2005). Constructivist e-learning system. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 1468-1473). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.