Develop Content

Moreinterest
Moreinterest is an online site designed to help users in engaging and interacting with audiences in real-time through online polls. It can be used to activate previous knowledge, identify faints or opinions, create a commentary, or start discussions with large groups. After viewing results, the most common answers/words that people submitted will be highlighted and visualized in a clean and visually pleasing manner that allows users to make future decisions better informed.

Socrative
Despite sharing common features and being free to use to a certain extent, Socrative offers paid features for exporting voting data while Sorcrative lets users do the same for free. However, if users intend to use Socrative for competitive quizzing, the comes at a bandwidth price. That means that the more participants the higher the bandwidth of your internet connection needs to be. In order to function well, a single Socrative classroom shouldn't accommodate more than 50 students. This makes Socrative not very useful for large groups.

Kahoot
It works as an online quiz platform that can be set up as a game that students can play either individually or as a team. It creates engagement, interaction, and also supports the development of student cognition.

Camtasia
Camtasia Studio is a software suite for teachers who want to produce their own video. Besides the features you may find in general video editing apps, Camtasia Studio also to create and edit video with advanced features such as produce Picture-in-Picture (PIP) display, add captions, screen capture anything on your desktop, and provide professional looking transitions from one video to another.

As part of the broader Mahidol University library system, we offer an ever-expanding collection of English-language books, periodicals, audio-visual materials and electronic resources, to support the academic needs in accordance with the college's mission and objectives. We offer: SERVICES

• Electronic Resources Access
• Faculty Book Collection
• Collection of New Arrivals Books
• Book Delivery Service
• Reference and Information Enquiries: Contact the Library Staff members to get the help you need
• Library Orientation and Tours: Contact the Library Staff members to get the help you need
• Co-Working Space
• Access to Mini TCDC - Online Design Databases and Publications

E-RESOURCES
(MU Internet Account is required to access)

• E-books
• E-Databases
• E-Journals
• E-Newspapers
• E-Magazines
• MUIC E-Theses and E-Senior Projects
• Trial Databases
• S&P Global Market Intelligence

FACILITIES

• GROUP STUDY ROOM - There are 4 rooms available for group study. It is designed to facilitate and encourage collaborative work, to provide discussion and study space for groups of 3 to 8 students.
• AUDIO VISUAL ROOM - 5 Audiovisual Viewing Rooms offer a quiet viewing and listening space with a TV and DVD player for students, faculty and staff. The service will be available for groups of 2 students or more (in brief to avoid inappropriate behaviors)
• STUDY AREA - The library offers space for students with their different needs. We have designated quiet and conversation zones in the library. Select your favorite spot!
• LANGUAGE LAB - The objective of Language Lab is to help all students improve language skills. The Lab consists of 10 work stations suitable for classes that require useful listening activities, and facilitate pronunciation and speaking practice.

OTHERS

• Board Games
• Download Licensed Software
• iJAL - MUIC Library and Co-Working Space
• Open Lunch Bill
• NETFLX from Home by Mahidol Library
• NETFLX by Mahidol for MUIC - Reserved for NETFLIX account
• Purchase Request for Library Resources Form
• Software Manuals Collection - Turnitin, VPN, Searching MUIC e-Serial Project and e-Thesis Online, infographics on how to use Library services and softwares.

For More Information

Website: https://lib.muic.mahidol.ac.th/

Email: iclibnpr@mahidol.ac.th

LINE: @muiclibrary

Facebook: https://www.facebook.com/muiclibrary

Instagram: https://www.instagram.com/muic.librarydept/

Tips for Lighting & Camera

1. Understand the light angle and how it will make you look in the video. The basic tips include:
2. look where your shadow lies. It should cast to the back not in front of you.
3. light should be your face not your back so this will make you look like a silhouette
4. avoid the angle that causes shadow around your eyes or your face
5. ensure that your videos have lots of light, the lighting set be set up from many different angles

Tip II. Eye Contact

• Focus on the camera and avoid too much eye or head movement. Relax your mind and body, take a deep breath, try to enjoy and do not forget to smile
• Imagine the audience. Find the camera and look at the deepest spot in the lens as if one is making eye contact with the audience to get the maximum possible connection.
• Refrain from looking at the monitor nor keeping checking yourself. The softness usually comes when one is trying too much to look good or smart in front of the camera
• Remember that anxiety and relaxation is a good mix to bring fun and enjoyment.

Tip III. Cleansing your energy

• Do not expect the camera to come to you. You expected to send everything to the camera. If you rely too much on video editing then than working with it and channeling your energy at best, it means you stop communicating, delivering, or even saying

Tip IV. Voice and Tone - Body language

• Score and lead the script to deliver the speech manually and more extemporary
• Get the body, voice, and breathing in sync. Breathing will dictate your emotion and speech tempos which will eventually affect how you speak and how your body gestures.
• Feel ownership of your body to show that you command the camera and are in control of the situation.
• Use different tone of voice for different target.
• Find the right pitch of your voice to resonate with the audience: Recall the voice used in classroom. Avoid repetitive hand gestures and let the body speak.
• Avoid crossed arms or hands held behind your back or in the pockets.

Tip V. Practice

• Practice the speech prior to the shooting and get the feedback for improvement
• Act confidently while also ensuring you cover and convey everything that needs to be delivered in a video.
• Talk slowly and clearly, and pause in the right places to allow students time to process and decipher what you said.

Tip VI. Clothing

• Bring your own cloth on the filming day
• Keep it simple; Avoiding fabrics or clothes with patterns as it's very nice distracting for the audience.
• Avoid strong on bright colors including polka dot or stripe cloth, as it isn't only hard to see on camera, but also can make the learner dizz.
• Find the clothing style that matches the course theme and, at the same time, represents yourself.

For More Information

Work with Camera

"Throw through the transition from brick to click classroom"

PHASE I – Course Development:

• If intend: come here because of your own discipline
• The chosen content could be just one topic from the entire course (Micro-learning)
• The topic should be interesting and the content should not come from textbook
• It should be different
• The course must be taught in English and in the areas of Health Science, Science and Technology, Social Science or Humanities

PHASE II – Course Outline Developments

• The (proposal) form usually consists of several topics such as learning outcomes, resources reference, guideline for developing online learning contents, and course assessment. The more details the form requires lecturers to answer, the better they will understand the nature of their online course which will lead to a better design.
• While filling in the proposal, the course outline was structured through a series of topics linked to elaborate the details of the course
• A base idea of potential learners allows lecturers to write course titles and contents that could be attracted to the different groups of students
• The course can attract more people if it doesn't require the learner to have prior knowledge

PHASE III – Delivery of content

• It should start by breaking down the course's learning outcomes into sub-goals and adding elements or activities (infographic, film, illustrations or quizzes, etc.) that will make the course more attractive and heighten the learner's learning experience in different settings
• Visualizing the platform is a must in order to assist learners when facing any technical issues
• Proper pacing or online personalized learning and accurately planned every element such as video script, voice-over, storyboard, content, and learning activities
• As learners control their own learning pacing, lecturers need to pause at crucial moments between discrete elements, which is similar to paragraph break in writing to stop reading allowing learners to digest information as much as possible

PHASE IV – Giving Feedback

• Feedback from learners is equally important when it comes to course development. It allows lecturers to learn about what elements of online courses aren't working for their learners. Lecturers need to know when instruction system is the only thing standing between learners and their fullest potential, as that adjustments can be made to delivery of the contents to have an improved learning environment.

While online learning is an invaluable opportunity for everyone who wants to move quickly in the digital age, there are numerous factors that come into play when moving into this area. One of the crucial challenges of pertaining to the lecturer may lie in different settings. As within, as quality education and clear objectivities should be determined by whether it is an online or in class, a realistic support from institutions to facilitate quality production are indeed as important as training faculty to create quality online courses and to be prepared for coming challenges. Lecturers are also needed to work with one another to throw through the transition from traditional classroom (brick) to online classroom (click). Besides, the course itself must be carefully planned and reviewed. Internal and external factors must be monitored and adjusted at all times. Lecturers must ascertain that the involvement of students is encouraged since the more direct involvement students have via the means, the more memorable lessons delivered.