To add a second monitor to your computer, you’ll need to make sure that you either have a video card that supports multiple monitors, or that your computer has more than one video card.
Once you have made sure that your video card can support a second monitor, turn off your computer and monitor. Next, locate the video ports on your computer.
Connect the second monitor to the unused video port. Plug the second monitor into an electrical power source and turn it on.
Turn on your original monitor. Next, turn on your computer. Windows should recognize the monitor once the computer has started. If you are prompted to install driver software, see the instructions that came with the monitor. When you have confirmed the second monitor is functioning properly, you are now ready to begin screen capturing with multiple monitors.
Capturing on multiple monitors
Open the Panopto recorder. In the secondary sources area of the recorder screen, click the checkbox next to capture second screen and/or capture third screen.
A new tab labelled second screen will appear, displaying the output of the second monitor.
If you only want to capture the output from the secondary monitor, be sure to uncheck capture primary screen. After naming your session and selecting a folder, hit the large record button to begin your recording.
All cameras that output an HDMI stream can be captured by Panopto when using a capture card. Below are examples of different cameras that have been used with Panopto.
Video Cameras – point-and-shoot
Canon VIXIA HF R600
Sony HDR-PJ540
DSLR – high quality, interchangeable optics
Panasonic Lumix GH4
Nikon D800
Sony A99
Professional
Canon XF200 HD
Canon XA25
Sony HXR-NX100
Sony PXW-X70
Sony PXW-X200
Pan-Tilt-Zoom (PTZ)
Sony SRG-120DH
Sony SRG-300H
Pan-Tilt-Zoom
(PTZ) Sony SRG-120DH
Sony SRG-300H
1.2 USB Connection
Most USB cameras work with Panopto and UVC (generic) webcams always work. Below are examples of different cameras that have been used with Panopto.
Webcam
Microsoft LifeCam Studio
Microsoft LifeCam Cinema
Logitech C920
Logitech C930
Pan-Tilt-Zoom
HuddleCamHD 30X
Vaddio ClearVIEW HD‑USB
VDO VPTZH-01
Panasonic HE-40
Visualizer / Document camera
WolfVision VZ-8plus
1.3 Lecturer Tracking Cameras
Face and motion detection tracking technology to precisely lock and track lecturer. Currently supported via SDI connection in combination with recommended SDI capture device below:
. iSmart LTC-A2001N
. iSmart LTC-S2007N
Capture Cards
2.1 PCI-Express card
Internal PCI-Express capture cards that are recognized as streaming devices can be used by Panopto. The following list contains capture cards that have been tested successfully.
USB capture cards that are recognized as streaming devices in Windows and Mac can be used by Panopto. The following list contains capture cards that have been tested successfully.
* Magewell (HDMI to USB)
* Epiphan AV.io HD
* Avermedia Dongle C039M
* Inogeni HDMI/DVI to USB3
Microphones
3.1 USB Connection
* Blue Microphones Yeti * Blue Microphones Snowball USB * HuddlePod Air * CAD U37 USB Studio Condenser Recording Microphone * MXL AC-404 * Revolabs xTag Wireless Microphone System * Samson Meteor Mic
3.2 Audio Mixers
* FOCUSRITE SCARLETT 2I2
3.3 Analog Microphones
* 8 RODELINK WIRELESS LAVALIER
Accessories
4.1 USB Connection
* Delcom USB Visual Signal Indicator
4.2 HDMI Connection
* HDMI splitters
* Video switchers
Equipment that is not recommended by Panopto:
BlackMagic capture cards: Customers have reported these devices to be unstable and unreliable.
BlackMagic capture cards: Customers have reported these devices to be unstable and unreliable.
Microsoft Lifecam HD-3000: Customers have reported these devices to be unstable and unreliable with the current driver.
Razer Kiyo: These devices have proven to be unstable and unreliable at some quality levels.
Logitech C615 USB webcam – Unstable and unreliable with the current driver
A summer 2018 volume of New Directions for Teaching and Learning focuses on student engagement. Ten chapters worth!
One interesting chapter, Students Engaged in Learning, is worth a close read. (the link to the full article can be found at the bottom of this post). The authors, Emad Ismail and James Groccia, provide a compelling structure for the chapter.
The article is presented in this fashion—research findings related to engagement in the cognitive domain, followed by research on engagement in the psychomotor domain, and finally, of research literature pertaining to engagement in the affective domain. Several meta-analyses are cited. Rather than delve deeply into any single research article, I thought it might be more interesting to talk about the research he cites as part of each section (after all, you can read the full article yourself). The remainder of this post presents a short summary of the research he cites related to cognitive engagement:
Discipline: Biology Title:Teaching More by Lecturing Less Findings Snippet: “The results we present here indicate that even a moderate shift toward more interactive and cooperative learning in class can result in significantly higher student learning gains than achieved using a standard lecture format.” Authors: Knight and Wood Year: 2005
Findings Snippet: Teaching assistants underwent a 2-day training workshop to implement cooperative learning and active learning techniques for Biology courses, and the results were very positive. Responses from instructors indicate “an increase in the cognitive level of the material communicated, learned, and assessed”, in addition to “an increase in their [students’] ability to devise and practice scientific experimentation.”| Authors: Penwell, Elsawa, and Pitzer Year: 2004
Discipline: Physics Title: Can Students Learn from Lecture Demonstrations? Findings Snippet: “Students who had a chance to predict an outcome of a demonstration prior to seeing the demonstration achieved a significantly higher success rate of 25% to 35%.” Authors: Milner-Bolton, Kotlicki, Rieger Year: 2007
Discipline: Psychology Title:Keeping it Short and Sweet: Brief, Ungraded Writing Assignments Facilitate Learning Findings Snippet: “These results suggest that in-class writing and discussion improved performance on factual and conceptual multiple-choice exam questions, beyond any gain from time for in-class thinking and discussion.” Authors: Drabick, Weisberg, Paul, and Bubier Year: 2007
Discipline: Statistics Title:Evaluating an Active Learning Approach to Teaching Introductory Statistics: A classroom workbook approach Findings Snippet: “The activity based curriculum evaluated here produced significant positive changes in students’ attitudes toward statistics. Specifically, after experiencing the workbook curriculum students liked statistics more and were more confident in their ability to perform and understand statistics.” Authors: Carlson and Winquist Year: 2011
Discipline: STEM Title:Active Learning Increases Student Performance In Science, Engineering, And Mathematics Findings Snippet: A meta-analysis of 225 studies discovers that (on average, based on effect size) student performance on exams and concept inventories increased by .47 SDs when faculty utilized active learning strategies and methods (n=158 studies). Authors: Freeman et al. Year:2014
Findings Snippet: “Students in a treatment group [taught using a continuum-based, actdive-learning model] acquired significantly more content knowledge and were significantly more efficacious than students in the control groups [taught using traditional didactic lecture methods].” Author: Wilke Year: 2003
William Buskist, a co-editor in this volume, presents in a most familiar way the issue of student engagement that many of us are struggling with:
Are there universal principles of instilling student engagement that apply across students, disciplines, and institutional settings, and if so, what are they? Do these principles similarly or differentially affect the domains of doing, feeling, and thinking? Once students become engaged, what are the most effective methods of keeping them engaged throughout the remainder of their college careers in terms of doing, feeling, and thinking?
Thankfully, the research provided in this chapter illustrates that yes, universal principles do exist.
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